Technology in Education Global Program

application to boyfriends (in topic "Research that Changed my Practice: Teaching with Love and Logic")

Farah Sadri — Sun, 22 Jan 2012 05:49:37 -0500

I tried it on a bf...it should work for teachers too....

You... (in topic "Research That Changed My Practice: Brain-Based Learning")

James Rush — Thu, 19 Jan 2012 04:23:35 -0500

are extremely edifying, comforting and encouraging. Rock on with yo' bad self! (I haven't even read the pdf yet, but am excited to!)

Your knowledge and numbers, hontoni Good! (in topic "Research that impacted my practice: Banker to the Poor")

James Rush — Thu, 19 Jan 2012 04:15:35 -0500

Tim, thanks for the reply and I hope to understand even more about these kinds of programs, websites, and initiatives. Sadly, I am not so versed. The main experience I personally had with this was in Vietnam and our NGO helped supply those loans in the form of a cow or possibly a bio-gas project. Once the cow had another cow...it was donated back to the program for the next family. For the bio-gas, once the family started making money or they were able to provide some other form of repayment....then they payed back the equivalent. (Maybe in the form of pigs or other animals...the ones supplying the dung)

Of these programs and the people who I would first consider...my guess is that most of them do not have web-access. After looking at the site, it seems that most of the people receiving the loans probably don't know Kiva specifically, not until after the fact at least. Interesting.

I will have to read more on Bono and the red campaign...ok, read a bit. Watched some video. I will DEFINITELY follow up on this. Thanks, partner!

Jan 20 update (in topic "Cozumel Umbrella - Conservation4Cozumel 2011-12")

Lisa Huizenga — Wed, 18 Jan 2012 10:14:04 -0500

We are moving along with our project. It surprises me that we are continuously refining ideas, I guess the product of having started so very broad. We are proceeding with a renewed clarity that is good for both of us.
We will have a Gantt chart completed later this week to add to our project posting. We have divided the curriculum development to support the project into four clear lessons. Two block lessons will support the introduction to ethnography and the tools of the ethnographer, and two will focus on how to take a digital picture that tells a story and how to share it digitally in a game. The technology will focus on teaching technology - Design/Edit/Upload/Play. We have good support and additional wo/manpower to work in the classrooms using University student assistants.
We have been speaking with a few designers casually over the past weeks about our Mix and Match ME game, and have learned that this game would best be developed using FLASH.
The best format for the digital version of the game exists already from weily apps. It has no focus or educational theme, and we are considering approaching these women as well, to see if they are willing to mentor us in the development of the digital component. We will have a really solid ( in all senses) version of the game by March, and will have tested the play in Susan's class.
To support the pilot, we are looking at research in the area of culture and ethnography from the University of Wisconsin, and within U of M, there is a PhD working here in Switzerland, U of Bern, on brain development games related to short term memory and on games and cognitive development. We hope to incorporate her research.
Most often individual cultural identity in schooling is explored from the point of view that creates understanding where differences have made "problems" (gangs, clashes, wars - with resulting low self-esteem, rejection of family and ethnicity, sense of isolation, absenteeism). There is a way to present our game and supporting research and curriculum development from a strengths/asset based approach rather than a problems/needs based approach. We would do a baseline study to determine opinions about cultural perceptions, self image, and understanding of the culture of others in our study group.
If we are thoughtful about this, we will hope to measure changes in attitudes and actions by creating unique value in the ethnography of each individual. By showcasing traditions, cultural elements of an everyday life, and the students' personal expression of self within their family, race, and ethnicity, with digital photography tools and selected editing formats, their life, as they hold it in a collage of 25 pictures, will become an individual artistic expression of self, and hopefully a source of pride and dignity in views about heritage.
The play of the Mix-and-Match ME game created by the student and their photos will contribute to sharing of this idea of ME, and the cognitive development research shows that very specifically, this game type of memory game contributes to an increase in intelligence for reasons shown in the research cited in Drop Box Week 1 (Lisa).
It is still our hope to offer the game and the cultural exchange in play of the game for our Cozumel partners. We need to work on this aspect in terms of the best tie in and the reality of travel and logistics as needed to be effective.

Micro Lending (in topic "Research that impacted my practice: Banker to the Poor")

Tim Ware — Wed, 18 Jan 2012 08:39:39 -0500

James,

Microlending is great but a lot of what I have read recently discusses the predatory nature of some lenders. They charge super high rates and a lot of penalties. Do you know kiva.org? Great site for microfinancing if you wish to do something charitable since we don't get interest as a financial backer.

I'd like to redesign the site with, perhaps, an inflation/risk covering interested rate of around 5%/year (around 98% repayment plus 2-3% inflation average among wealthy countries).

It might seem heartless to want to make money off of the super poor but a lot of it is sustainability. If people earn money helping people get wealthy than they will keep doing it. Charity dries up when the economy turns bad (like now).

I am reminded of Bono and his red campaign.

Thank You! (in topic "Research That Changed My Practice: Brain-Based Learning")

LuWanna Pruitt — Tue, 17 Jan 2012 19:49:38 -0500

To all of you who responded to my post - a great big THANKS! Your comments are extremely edifying, comforting and encouraging.

(in topic "Research that Changed My Practice - Classroom Management")

Aviva Dorfman — Tue, 17 Jan 2012 15:42:54 -0500

That's what I was going to ask, too: how come you didn't post the poem itself. We could all use it, I think . . .

model (in topic "Research: Virtual Teams - Surviving or Thriving?")

Lisa Huizenga — Tue, 17 Jan 2012 01:43:38 -0500

Pagan - this was really interesting, and very clear as the author presents the contrasts in each discussion and evaluation as A, then B...I like that.

I was thinking about how the work place model of maturity would be adapted for distance learning, both as a measure of progress of the individuals in the virtual classroom, and also of the classroom experiment overall. In the one column where the researcher described behavior that showed "clearly defined role", what would be the verbiage for a learning group? Are there only two roles - teacher, student, or are there new roles between peers with this sort of structure. I say this from a very personal perspective as I have learned much from you and the cohort in a way I never experienced in school and university. Is the role of peer-to-peer instructor/learner defined in this environment? Is there mentoring going on? Because Susan is teaching me all about being a teacher in an environment where I am surrounded by professionals, like a fish out of water. She is mentoring me as we work together. So is that a role? There are cohort members who have served as technical advisors in this collaboration as well. That is also a role beyond student or learner. Know what I mean?

Wounds and Healing (in topic "The Role Belief Plays in Performance")

Lisa Huizenga — Tue, 17 Jan 2012 01:30:55 -0500

Susan,

I have enjoyed reading and applying Dr Weil for many years, and his research in cluster cancers related to environment was particularly helpful when I was searching for answers to multiple myeloma for a family member. Reading him changed my diet permanently, especially his work in fats and oils and processed sugars - all fairly mainstream now, but at the time, it was a new message.

What is interesting to me is how you relate his healing focus to schooling, and it takes me back to the cohort discussion on "The Wounds of Schooling", when I realized how important it is for students to hear from their teacher just what you have said here. You are a really fine teacher to integrate such a holistic approach in your practice.

(in topic "The Role Belief Plays in Performance")

Susan Farah — Mon, 16 Jan 2012 21:56:52 -0500

Hi Tim- great article, thanks so much for sending. I found it interesting that at the beginning of the year she teaches a lesson on brain development, so that when there is the inevitable awkward pause, the other students are less inclined to help save their fellow student by jumping in and answering the question for them. That's an idea I think I'll adopt for my own classroom as students are frequently eager to help someone else out, or show what they know by answering for their classmates. Like you, I also try to catch my students doing things well, like using a good accent, or being brave enough to try. Depending upon the student and the situation, I sometimes withold praise even if they've succeeded. I find that it's sometimes more meaningful to challenge them with more difficult questions which speaks volumes for my opinion of their ability. They seem to be encouraged by this approach.

(in topic "The Role Belief Plays in Performance")

Susan Farah — Mon, 16 Jan 2012 21:35:03 -0500

Hi Cathy- teaching in an urban setting presents a unique set of challenges. I'd like to talk about them with you as well. What I find most discouraging is the fact that I see so much self limiting behavior. For example, it's not at all uncommon for my students to skip whole sections of multiple choice questions on a test for fear of answering them incorrectly. When I talk to them about it, they seem more concerned that I'll think less of them for trying and getting it wrong, than trying and possibly ending up with a correct answer. It's a delicate balance to kindly encourage them, but be strict enough to insist that they hand in a completed test.

AOCI Discussion - Chapter 1

Peter Poggione — Mon, 16 Jan 2012 21:08:58 -0500

I've created a PBworks page for discussion of chapter one since discussion threads here are impossible to follow. If people use it I will continue this each week. If not, I will let it die a natural death.

(in topic "Small.... but Powerful!")

Tim Ware — Mon, 16 Jan 2012 19:24:05 -0500

It is a hard goal to maintain in the long run but certainly obtainable with discipline and a sense that rigor is of importance.

Classic literature (in topic "Small.... but Powerful!")

Tim Ware — Mon, 16 Jan 2012 19:22:43 -0500

I don't understand how boards of education choose their reading list. So many books go hated because they are just not the right level for the average student or have no basis in modern culture. A prime example is Dickens. If you were introduced to his literature as an adult you might appreciate the themes of class struggle and plutocratic leanings that exist in modern society but instead you read it when you were 13 and cannot even understand the humour. In my high school we had to read five plays by Shakespeare - the four great tragedies (boring and irrelevant) and "A Midsummer Night's Dream" which is hilarious and cOmpletely relevant to students in the height of puberty! So why is it that instead of choosing five comedies and producing adults who love Shakespeare to they ram tragedies down their throat? I believe it was Mark Twain who said "A classic is also etching everyone wants to have read but nobody wants to read."

Paper dictionary hypocrit (in topic "Reseach")

Tim Ware — Mon, 16 Jan 2012 19:10:12 -0500

I am a hypocrit on this issue. I like paper dictionaries for students because I think the search gives students a chance to reflect on the word so, hopefully, by the third or fourth time they look up a word they remember the meaning before they find the entry. That being said I use my iPhone as a dictionary exlusively and would have zero interest in going back to a paper book!

(in topic "Reseach")

Tim Ware — Mon, 16 Jan 2012 19:04:15 -0500

Japanese students must buy a dictionary in grade 1. It is then used for the rest of their elementary education. Althiugh I understand some students might not be able to afford a $30 dictionary, it is kind of shocking considering America on a per capita basis is far wealthier than Japan.

Super Applicable (in topic "Research: Virtual Teams - Surviving or Thriving?")

Tim Ware — Mon, 16 Jan 2012 17:42:31 -0500

Pagan,

Thanks for bringing this to our attention. I look forward to reading further into this. It is very obviously applicable given that we are all online learners at the moment and many of us are creating projects designed to make us online educators as well.

I am sure that as more people work, study, teach online some of these problems will disappear as it becomes a natural extension of our online life (second life university anyone?) but until that happens it is useful for people to study on their own, not just relevant classroom material but how to digest that and use it in virtual groups. Until it becomes reflexive I am happy to be a member of a hybrid group.

Re: Praise (in topic "The Role Belief Plays in Performance")

Tim Ware — Mon, 16 Jan 2012 17:36:55 -0500

I recently read an article in the Washington Post regarding praise. Based on what you said you do after a poor test result I think you might find it interesting. it is also on my home page in Remi's class too.

I don't know how valid it is but I can say that I often do the same thing with my students (withhold praise for people who have succeeded) and decouple praise from abstract ideals and use specific language to praise what they did right (nice accent, or being brave, etc.). Since we both teach foreign languages (albeit mine is not foreign to me, just my students) I wonder if you have a similar opinion.

Multi-Modal/Cross-Curricular (in topic "Research That Changed My Practice: Making Justice Our Project")

Tim Ware — Mon, 16 Jan 2012 17:17:33 -0500

Pagan,

That is exactly what I took from this research. I think that any time you can teach multiple disciplines simultaneously you are engaging children in a more active way. It keeps lessons fresh and allows them to contextualise their learning. I can remember a whole unit from grade 6 with our crazy hippy teacher in which math class involved cleaning up a few parks and re-naturalizing a third of our school yard (where a now 17 year old forest is still thriving).

There are certainly reasons to be concerned about Tibet and the notion of a people living away from their ancestral homes for so long is sad and shares parrallels to other points and time with other peoples as well. It would be great to teach students about it but I am worried you might alienate students to the concerns of Tibetans if you spend too much time looping back to it?

Inspiring!! (in topic "Research that Changed my Practice: The Learning Pyramid")

Cathleen Buell — Mon, 16 Jan 2012 11:48:16 -0500

This truely is awesome work you are doing! What a way to engage the students and for you (and the students) to get immediate feedback. I would have LOVED to have you as my Math teacher when I was in school. I am sure I would have learned so much more!! I know you are a great teacher - you were so patient with me sitting next to you asking for help ALOT with Ruby!

(in topic "The Role Belief Plays in Performance")

Cathleen Buell — Mon, 16 Jan 2012 09:28:10 -0500

Susan-

I know that we teach similar students and would like to chat more about this. I just finihsed administering a standard test (NWEA) to the 6th-8th grades in Reading and Math. This was the first time I was able to see how the students performed It was really sad seeling the scores after most of the students finished. A number pops up after the last question. I didn't have the Fall scores with me - so I didn't know their growth. I would use that as an excuse when I saw a low score when the student asked me how they did. Some figured out it wasn't good - but I wouldn't say that they were reading at a 2nd grade level. I told them I will find out what the last test is and what their growth is. Next time I will have the information. Some students did great - and I let them know privately as they left the Lab- not announce it to the room.

(in topic "Research that Changed my Practice: Writing Assessment as a Toolkit")

Susan Farah — Mon, 16 Jan 2012 03:45:46 -0500

Hi Jessica- we do something similar at our school. This semester we've changed it a bit though by giving pre and post lesson assessments. It's interesting and gratifying to see how much they've learned when I grade the post lesson tests. It also gives me a window into their learning styles. Some students appear not to be engaged, but are according to their test scores, and vice versa. Interesting post. Thanks!

(in topic "Research of Susanne Jaeggi, University of Michigan and University of Bern, Switzerland - Memory Games and Cognitive Development and Intelligence")

Susan Farah — Mon, 16 Jan 2012 03:30:45 -0500

Lisa- this is an exciting finding. Whether the brain can be trained seems to be a controversial topic. The more I read about it, the more bewildered I am in that this particular area of the body is still vastly unknown. It's nice to see something conclusive, and encouraging.

(in topic "Research That Changed My Practice: Brain-Based Learning")

Susan Farah — Mon, 16 Jan 2012 03:21:01 -0500

Luwanna- I think your students are very lucky to have someone who provides a 'safe' learning environment, and believes in their capability to learn and master the material. As I read the description of your journey...

'I began to offer choices to my students, use movement and manipulatives, establish routines, rituals, journaling and shared leadership, create a safe and caring environment, and enjoy learning with the students.'

it makes wish I could take one of your classes. More than learning the material, I have the impression that you inspire your students to belief in themselves, and fall in love with learning. Bravo!

The Role Belief Plays in Performance

Susan Farah — Mon, 16 Jan 2012 02:58:38 -0500

http://books.google.com/books?id=zpjfPgkTY94C&lpg=PA244&ots=lV6p-FthJK&dq=andrew%20weil%2C%20if%20you%20know%20there%20is%20a%204%20leaf%20clover%20you%20will%20find%20one&pg=PA243#v=onepage&q&f=false

Sorry this is 3 hours late...

Reflect

I read this piece a few years ago in a book called Spontaneous Healing: How to Discover and Embrace Your Body's Natural Ability... by Andrew Weil. It pertains to the power of belief in changing outcomes.

Why did I choose this piece?

At the time I read this, I was heavily invested in discovering the critical components of a successful educational experience. Although this is not a book on academics, it did enlighten me on the frame of mind one must have in order to obtain success in any area. In addition to this book, I attended quite a few lectures at various local progressive schools in our area, and heard two of the same messages repeatedly. One being that students achieve higher test scores when they feel the teacher believes in them, and the other, that students will achieve what they believe they themselves are capable of, however little or great they consider those capabilities to be.

What is it about this piece of research that made such an impact upon me?

It's brilliant in its simplicity. In the passage (p.243), Dr. Weil refers to a woman who '... finds four leaf clovers in any clover patch.' Such a basic concept, but he uses it to illustrate that belief is a powerful component in healing. This message can be applied to education as well.

What kind of research is it?

Qualitative.

What aspect of my practice was influenced by it and in what ways?

Many/most of our students come to us in the 9th grade with astonishingly low standardized test scores. Some are reading at the 2nd and 3rd grade level in the 9th grade. When they, as a class, perform low on a test that I've given, I am sure to convey to them that the material is not out of their reach, nor is it too difficult for them. I tell them that they are better than the low grade they've received, and that I don't want to see this sort of performance again. I haven't yet delivered this message to a class that didn't sit and stare at me in complete silence. I teach 204 students who are almost never silent, but this message seems to be one that they are hungry to hear.

Daily Five (in topic "Research: The Daily Five!")

Anita Ainsworth — Sun, 15 Jan 2012 23:42:30 -0500

Hi Jen,

Wow, this sounds like a fascinating concept. I have not heard about it before but it lends itself to metacognition strategies. If you get a chance, check out my posting. Looking forward to chatting with you more on this subject.

Take care,

Anita Ainsworth

Brain Based teaching (in topic "Research That Changed My Practice: Brain-Based Learning")

Anita Ainsworth — Sun, 15 Jan 2012 23:39:05 -0500

Hi Luwanna,

Glad to know someone that is using this method in their classroom. I have done quite a bit of research in this area and have never met anyone that actually tried it. Would love to hear more you on this topic.

Take care,

Anita Ainsworth

(in topic "Research that Changed My Practice: Unit Pages")

Amanda Pratt — Sun, 15 Jan 2012 23:35:45 -0500

Winona, I'm sorry you're having trouble opening the attachments. I'd be happy to email them to you if you'll send me your address (I can't seem to find it.)

Research: Taking Metacognition a Step Further: Teachers sharing pedagogical purposes

Anita Ainsworth — Sun, 15 Jan 2012 23:33:18 -0500

Hi Everyone,

I chose Chapter 9 of this book (See citation below)) because I just completed the reading for other research that I was conducting and thought it really applied to our program and that others would find this very interesting as well.

This piece made such an impact on me because of the various teaching styles that are implemented and how it is affecting the students. This is the topic that I have been researching for the last 4 years and I am very passionate about it. Finally, I have discovered a group that is actually implementing it in the classroom.

It is quantitative research that is being conducted by a group of teachers who are the learning outcomes of their students.

Every aspect of my research was influenced by this work because they are actually implementing what I have been researching. Thier work and research is simply fascinating.

This chapter describes how a group of teachers got together to form a team to study issues facing educators that involve implementing a learning agenda. They meet on a regular basis to discuss and reflect on their experiences. They have been promoting metacognition in the classroom for the past 25 years. The name of their group is the Project for Enhancing Effective Learning (PEEL). They are constantly evolving and developing new ways to enhance the learning process through the use of metacognitive strategies.

You can find this chapter @

Mitchel, I & Mitchell, J (2011) Navigating in Educational Contexts, A. Lauroala et al. (eds), Sense Publishers, pp. 117-135.

They also have a website at: www.peelweb.org

I hope you enjoy it as much as I did

Anita Ainsworth

(in topic "Research that Changed My Practice: Unit Pages")

Amanda Pratt — Sun, 15 Jan 2012 23:31:32 -0500

Pagan - I'm so glad you found the research interesting and useful. Thanks for the encouragement. I used Unit Pages both at my old school and in my new position. The Physical/Chemical properties page with the parent letter and the Reconstruction page are from my previous position. The Ancient Civilizations page is the one I'm working on now.

paper dictionaries... (in topic "Reseach")

Pagan MacKay — Sun, 15 Jan 2012 23:03:34 -0500

Takumi - thank you for sharing your thoughts and this research. I use an online dictionary to look up most words in daily practice but I love my paper dictionary! It is the best place to explore new words...just flipping through the pages and reading whatever catches me as a new word. A friend and I have a long standing (almost 22 years) game of trying to stump each other with unknown words we have found in the dictionary. Is it a real word? What does it mean? How would we use it in a sentence?The paper dictionary I had as a child now belongs to my children...it lives on a shelf close to our dinner table. The kids love to flip through it and find new words and we often spend time with the dictionary as an after dinner activity. It is a great way to have them explore new words and use their understanding of alphabetical order. For me there is something tactical about looking through the dictionary that I just can't experience with an online dictionary.

(in topic "Research: The Daily Five!")

Cathleen Buell — Sun, 15 Jan 2012 22:56:48 -0500

Wow Jen - I have never heard of this before! This really sounds awesome - what a great experience you must have had with your student teaching!

Breathe Poem (in topic "Research that Changed My Practice - Classroom Management")

Cathleen Buell — Sun, 15 Jan 2012 22:51:59 -0500

Pagan-

I will post the Poem on Tuesday. For as much as I recited the Poem I am having a brain freeze with the last line and want to get it right. We have MLK Day off tomorrow. I would love to say my Staff jumped on board - but they are a tough group. Our beloved Social Worker left a few weeks ago so I doubt the push will be as strong. We need it as much as the students with all the extra stress going on at my school...

unit pages...wow! (in topic "Research that Changed My Practice: Unit Pages")

Pagan MacKay — Sun, 15 Jan 2012 22:44:38 -0500

Amanda - thank you so much for the detailed and thoughtful sharing of the research you chose and your classroom activities. You are right, it does look like a fair bit of preparation work but what an opportunity you are providing to your students. Thank you for the examples of your uint pages. The letter you wrote to parents/students explaining the new method is fabulous as well. Very impressive!

I'm curious - did you use the same Unit Pages in your old position or is this something you have implemented in your new one?

I wish I would have been in your class. (in topic "Small.... but Powerful!")

Jennifer Fetchko — Sun, 15 Jan 2012 22:42:51 -0500

I remember in 7th grade reading the classic version of a Tale of Two Cities. I wanted to gouge my eyes out. I hated reading. It took me a couple more years to develop a love for reading. This was because I was actually allowed for the first time to read whatever I wanted in 9th grade in addition to the other novels we studied (aka this was the time I became OBSESSED with Harry Potter).

My teacher in 9th grade didn't do exactly what you did, but I think you are doing a GREAT thing enacting this research. It is vital that young people develop a passion for reading, for it can benefit them in so many ways. Cheers to you Ms. Corwin!

PS: Definitely going to remember this if I ever teach middle school and higher...

breathing stars... (in topic "Research that Changed My Practice - Classroom Management")

Pagan MacKay — Sun, 15 Jan 2012 22:27:51 -0500

Hi Cathy - I need a copy of your Breathe Poem! I can see the star example being very useful for my little boys...I often tell them to stop and breathe when things get a little crazy around here.

I'm curious - are other teachers using the same methods in their classrooms...as in did "the staff get on board" and embrace it as you have?

Stealing this one! (in topic "Research That Changed My Practice: Brain-Based Learning")

Jennifer Fetchko — Sun, 15 Jan 2012 22:22:12 -0500

Luwanna,

This is a resource I am going to steal off of you! It's easy to understand and is extremely teacher friendly. It is a very un-intimidating form of research which I gravitate to. I really like the section about making the classroom feel like home.

more inside knowledge (in topic "Research that Changed my Practice: The Learning Pyramid")

Pagan MacKay — Sun, 15 Jan 2012 22:19:13 -0500

Hey Ben,

As someone who spent two afternoons in your class interacting with your students and observing your teaching methods...you rock! I realize it wasn't the same class you are discussing here but your methods of engaging the students were great to see in practice. It was very helpful to me (as someone who doesn't have a regular classroom) to observe and particpate in your class. I'm looking forward to the next few weeks as we introduce the Sonlig Project to your students.

You are definitely already an example of a teacher-researcher :)

legalities... (in topic "Research That Changed My Practice: Making Justice Our Project")

Pagan MacKay — Sun, 15 Jan 2012 22:13:38 -0500

Hi Tim,

I think, since we're all students at UM-Flint and you accessed ERIC through their server it would be ok to share the text (we could all go and download it anyway). Anyone know for sure?

When I read the article one of the things that stood out to me were the examples of mulit-modal and cross-curricular opportunities for students to connect their learning. I've put the book on my reading list...perhaps you and Amanda and I could discuss in Geneva?

I'm also very supportive of your ideas about work focused on Tibet...keep at it...you will get there! In the meantime, as suggested, perhaps you could figure out how to do a small unit on Tibet?

illiteracy... (in topic "Research that will change my practice")

Pagan MacKay — Sun, 15 Jan 2012 22:04:38 -0500

Hi Rihab,

Thanks for sharing the TED talk...I'd heard of this before (have you mentioned it?). I'm wondering about the developmental project you would like to be working on...do you have more ideas to share? I'd also be interested in hearing your ideas on illiteracy and democracy. News reports here in Canada highlighted the illiteracy of voters during your elections...candidates used symbols to represent themselves so voters would know who to vote for even if they couldn't read? I was fascinated by that aspect of the votes in Egypt. Are there other examples where symbols are used in Egypt to provide access for people who cannot read?

Old School vs. New School (in topic "Reseach")

Brian Nido — Sun, 15 Jan 2012 22:00:51 -0500

It's very interesting the debate of moving away from paper-based resources to interactive technologies. There are many cases for both sides of the spectrum. I grew up with a Spanish dictionary learning a second language and it was sufficient. But knowing the capabilities of electronic dictionaries which may even have recordings of pronunciation is something of great use. It can encourage students to try harder and worker on the conversational piece of learning a new language. However, definitely a good find, Takumi!

Research: The Daily Five!

Jennifer Fetchko — Sun, 15 Jan 2012 21:52:07 -0500

As one of the youngest members of the cohort, my only real "practice" has been in field experience and student teaching, under another teacher. I have been greatly influenced by my classroom teachers, and it was specifically in my second grade placement that I was introduced to a teaching technique called the Daily Five from a book called The Café Book.

1. Reflect

Why did I choose this piece?

I chose this piece because I saw the Daily Five in action and how successful of a classroom management and curriculum technique it is.

What is it about this piece of research that made such an impact upon me?

Not only did I observe the Daily Five being practiced in the classroom with students and classroom teacher, I had to practice it myself once I took over the classroom. During the Daily Five, students are doing different tasks simultaneously. The teacher becomes more of a facilitator than an instructor (which, I like!).

What kind of research is it?

This research can be found in articles, books, and is even a website. Although I came into contact with the research in its book form, it was primarily an “experience” for me.

2. Share

The Daily Five is more than a management system or a curriculum framework - it is a structure that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence. There are five “centers” to the Daily Five that the students complete in timed, simultaneous sessions. They include: Word Work, Writing Practice, Read to Self, Read to Someone, and Listen to Someone.

Here is the link for the Daily Five Website. It is a great professional development resource!

Powerful Stuff! (in topic "Old School - Classroom Management")

Brian Nido — Sun, 15 Jan 2012 21:42:47 -0500

This is a great find, Winona. I think one of the most powerful things you said is removing your own personal feelings from the equation. I never get that experience, being one of the non-teachers in the cohort, but live with one who has difficulty doing just that. And can emphatize how difficult it can be (and must be) managing and structuring a classroom to bring the best out of each child.

Very Cool!!!! (in topic "Research that Changed My Practice: Aligning Technology with Student Success")

Cathleen Buell — Sun, 15 Jan 2012 21:41:42 -0500

Brian-

This is so interesting! I agree with all the comments above me. I am very interested in what happens next. This will definitely be a popular topic!!

Research: Virtual Teams - Surviving or Thriving?

Pagan MacKay — Sun, 15 Jan 2012 21:38:46 -0500

The research in the paper “Virtual Teams – Surviving or Thriving” (Lam, et al. 2005) is based on a joint venture MBA program offered by Universitas 21 Global (U21G) and Thomson Learning. The program has since been renamed and is offered solely through U21G. The study is an example of qualitative research conducted by teachers as researchers. The paper is based on observations by lead faculty in the program and provides a summary of a two-year study of students in the online MBA program working in virtual teams. The authors present examples of successful and unsuccessful behaviors and methods in the work of students in virtual teams, compare and contrast face to face and virtual teams and present suggestions for the development and support of virtual teams. The most compelling aspect of the work to me, and what had the most impact, is their four-stage model of virtual team maturity – teams can be chaotic, surviving, organized or thriving.

I chose to share this piece because it relates to my experience in the Global Program, my project team and my past and (hopefully) future professional life. I have been reflecting on my own work in the past working on, or managing, globally located project teams. My first experience working on a virtual project team was in 1998 when I worked for an online solar equipment sales company. Working collaboratively in a virtual team on a website development project was much different back then! Given the technology available to us working virtually with others is almost inevitable and much easier than ever before.

I read this paper recently during research for a course I participated in this past week. In December I connected with an old friend in a new way…professionally. He asked if I would like to participate in a course for educators on Authentic Global Collaboration. He also offered me the opportunity to present the Sonlig Project as an example of global collaborative project. It was a great opportunity to spend some time exploring my ideas about collaboration (what is it, how do we teach it, what skills do we need, what are the most useful tools etc.) and working in virtual environments. I had already been thinking about collaborative work and the impact technology has had on the ability of teams to work across geographical boundaries. This paper provided me with a framework for my reflection and a method for synthesizing some of my thoughts.

(in topic "Research That Changed My Practice: Brain-Based Learning")

Cathleen Buell — Sun, 15 Jan 2012 21:35:30 -0500

LuWanna - I really enjoyed reading your attachment for all the ideas to use in the classroom. I also loved reading your response. You have had such a wonderful teaching career. I love how Lisa brought up your "Tool Kit" You remind me so much of my Grandmother - now hear me out!! She was my mentor and role model. She taught forever! My Grandmother was retired when my siblings and I were in grade school. But she still was a substitute teacher and we were so fortunate to have her every once in a while. She was like Mary Poppins flying into the classroom with what I called "her bag of tricks" (your Tool Kit). I could go on and on about her - and I will tell you stories later. But she was special and you have the same qualties my Grandmother had. I am so lucky to be working with you! I saw how you put your magic on our students for the Project we are working on. LOL

(in topic "Research That Changed My Practice: Making Justice Our Project")

Cathleen Buell — Sun, 15 Jan 2012 21:24:51 -0500

Tim- I hope you are able to fulfill your goal some day. Your passion leaps out of the page as I read this. I am sure you are frustrated by the reality of how little we as teachers have control in our own classrooms (curriculum, testing, etc...) in a Public School.

200 vs. 600? (in topic "Small.... but Powerful!")

Brian Nido — Sun, 15 Jan 2012 21:17:40 -0500

Literacy is very important to you and we can see that through your selection. Glad you don't expect your students to read at the crazy 600 page per week! I think that basic encouragement is invaluable and prove beneficial in the long run. Especially, in preparation for when they reach the college level. I remember not being an avid reader in high school and allowing to choose their story (or in our case: our research) goes along way.

(in topic "Research that Changed my Practice: Teaching with Love and Logic")

Cathleen Buell — Sun, 15 Jan 2012 21:15:22 -0500

I would say it would work!!

Love This!! -no Pun intended... (in topic "Research that Changed my Practice: Teaching with Love and Logic")

Cathleen Buell — Sun, 15 Jan 2012 21:14:18 -0500

Farah - I just recently finished a Small Group class at my church about Love and Logic dealing with our children. It was a different book but same basic information. I now plan on getting the Teaching with Love and Logic book. Choices is such a Great idea!! I have been using Choices in more of a consequence with my students (and my own kids!) "You chose to do the wrong thing..." Light bulb moment - Give them choices BEFORE they make mistakes!

Rihab - Menu Box (in topic "Reseach")

Cathleen Buell — Sun, 15 Jan 2012 21:02:51 -0500

I agree with your last sentence but unfortunately in my school there isn't one classroom with a full set of dictionaries. With my students (6th-8th) if we have to look for a dictionary - they lose interest. Looking it up on line engages them...

(in topic "EDE-670 Week 1 - Research that changed my practice")

Cathleen Buell — Sun, 15 Jan 2012 20:48:39 -0500

Pete - I am very interested in learning about this! I wonder if those whose researched this back then -thought that by 2012 all students would have the technology they need in the their own classroom. It's sad that isn't true.

“What happens to students and teachers when they have access to technology whenever they need it?” Yes indeed - What? Students stay engaged - they are not looking at the projector while the teacher does all the work!!

I am very fortunate that I work in the Computer Lab so I do have assess to the Internet. I help the students research their projects. I would be frustrated if I was the Social Studies teacher or really any of the teachers because I would not have the tools right in my room for all the students to use.

(in topic "Old School - Classroom Management")

Cathleen Buell — Sun, 15 Jan 2012 20:32:55 -0500

Too funny that we chose the same topic! I didn't see yours till I posted. Two different Books with different approaches but all positive to reach the same Goals!

Classroom Management is something that changes from class to class. There is no perfect way - but strategies to use to figure out how to reach each class and more importantly - each student.

Research that Changed My Practice - Classroom Management

Cathleen Buell — Sun, 15 Jan 2012 20:29:42 -0500

Research that Changed My Practice – Classroom Management

Reflect:

Last year the Social Worker at my school introduced us to: Conscious Discipline - 7 Skills for Brain Smart Classroom Management by Dr. Becky Bailey. I chose this because these Skills really work. The Social Worker met with a Group of us to read and discuss the 7 Skills and how to implement this into our classrooms. We were “researching” this to see if we could get the rest of the staff on board.

The 7 Skills – Composure, Encouragement, Assertiveness, Choices, Empathy, Positive Intent and Consequences and the life skills discussed in the book have made a huge impact on me. One example is displaying a picture of a Star in the Room. This can be for all grades. Star represents – Stop Take a deep breath And Relax.

There is a Breathe Poem that I put up in my classroom at my Middle School that talks about relaxing. The students would laugh at first, but I think they did get something out of it. So when it is a crazy day – sometimes I say to the class “I am going to recite the Breathe Poem so I can relax and not get STRESSED” J

Dr. Bailey has so many strategies to try to help with Classroom Management. Her thoughts are “by implementing the powers and skills together, we learn to stay in control of ourselves and in charge of children in a manner that models the same skills we seek to teach. This, combined with the willingness generated by the School Family, empowers children to successfully learn and internalize lifelong skills”.

I do not have anything to cite except the Book at the moment...

interesting article (in topic "Reseach")

Winona Tinholt — Sun, 15 Jan 2012 20:29:21 -0500

Takumi,

I came across this TED talk this past week as it was featured on CNN. I thought you might find it interesting and related to your work with teaching English.

http://www.cnn.com/2012/01/08/opinion/von-ahn-translate-web/index.html?hpt=hp_bn9

reading speeds (in topic "Small.... but Powerful!")

Ben Tomlinson — Sun, 15 Jan 2012 20:23:42 -0500

I hear you Pete, it's been hard for me to keep up with all of the reading (literally, keep up). I'm a slow, read for complete understanding sort of reader. I've found some tools to be handy in reading long texts, like the speech tool in the Mac OS. I doubled my read speed by following along with 'Alex' :-)

(in topic "Research That Changed My Practice: Brain-Based Learning")

Winona Tinholt — Sun, 15 Jan 2012 20:11:39 -0500

Luwanna,

I really enjoyed reading the pdf. It was full of ideas that I never thought about before. Thank you for posting it. As I was reading it, I could see you in action in your classroom. It is not hard to imagine you using these stategies and inspiring your students to learn.

Technology Age (in topic "Reseach")

LuWanna Pruitt — Sun, 15 Jan 2012 18:21:11 -0500

Great research topic, Takumi! My favorite piece is the Developing Teachers text. I agree that students need to master the skill of using the paper dictionary, but I also believe that in this age of technology, we as educators should encourage and facilitate the use of electronic dictionaries. The research document lists each dictionary type, including advantages of using both, so why not incorporate both types in rigorous classroom activities that provide the necessary practice for students to engage in the process of discovery and relevant learning?

Also, this research is very helpful to me as I continue my project work with the South African teachers whose students speak English as a second language. I will add this to my tool kit and ask the principal and teachers for their input.

Thanks, Takumi :)

Old School - Classroom Management

Winona Tinholt — Sun, 15 Jan 2012 18:07:03 -0500

For my research selection, I decided to go a little “old school” and talk about classroom management. When I began teaching this was my biggest hurdle as it is with most teachers. How can we connect with our students and create a safe classroom environment where students are willing to take risks and allow their insecurities to be revealed? A coworker recommended a book to me back in 1997 when many of you were elementary school yourself. The book is titled, A Teacher’s Guide to Cooperative Discipline - How to manage your classroom and promote self-esteem. The book was written by Linda Albert and was published in 1989 by the American Guidance Service.

Reflect:

Why did I choose this piece?
This book has sat on my professional bookshelf and has watched many other books come and go over the years. It has been a constant reminder of the reasons why children behave a certain way and what I can do to support and understand their behaviors. If I have a better understanding why they make their choices, I can then best redirect them to make better choices in the future. It helped me create a learning environment where I could use positive discipline techniques which allowed my students to see and believe in their own potential. Our goal in education is to simply educate our students using best teaching practices. Having a good management program gives us the ability to do this.

Share:
This book begins by encouraging the educator to focus on the behavior first, not on the student. Behavior falls into three categories which have stood the test of time in my experiences: attention seeking behavior, power and revenge behavior, and lastly, avoidance of failure. It details each of these behaviors and gives teachers strategies to address them. When you understand the reasons why children don’t make the best choices, you can then work on addressing the issue. It has helped me to remove my own personal feelings and to focus on the child. It also helps parents understand how to best support the child at home. The book finishes with techniques that teachers can use in their classroom to create an environment that builds self-esteem in their students.

I was at a conference one time and the speaker made the comment, “the only behavior you can control is your own.” I didn’t realize at the time that this “off the cuff” comment would have a huge impact on the way I interact with my students. I can’t control their behaviors, but I can learn to understand them and implement techniques that helps them make better choices. If I would have known the impact of his words, I would have thanked him personally and would have had the decency to remember his name.

GRR (in topic "Research that Changed My Practice: Gradual Release of Responsibility")

Krystal Corwin — Sun, 15 Jan 2012 17:37:56 -0500

Hi Karen!

First of all, Kelly Gallagher - LOVE! I've attended many a workshop that Kelly Gallagher has put on and everytime I love it. I also like the GRR model because my students are so much older, they need to be able to perform tasks on their own as they are going into the real world where they need to be responsible!

Love and Logic (in topic "Research that Changed my Practice: Teaching with Love and Logic")

Krystal Corwin — Sun, 15 Jan 2012 17:35:26 -0500

Hi Farah!

This book sounds like my classroom. Especially when you talked about creating the rules and consequences! I've done that since I started student teaching (one of the teacher's in Northern Ireland gave me that tid-bit!) and it works masterfully! :)

I also feel like this ties in to what I was talking about with being able to choose their own book. When students have choice... they are much more open to listening than when they are simply forced to do something.

Pete's classroom (in topic "EDE-670 Week 1 - Research that changed my practice")

Ben Tomlinson — Sun, 15 Jan 2012 17:31:50 -0500

Gotta say, your vision and support for our school district has been enabling for those of us teachers who are willing to be enabled. Have you ever thought of looking into this question?

"What happens to Mattawan students and Mattawan teachers when they have access to technology whenever they need?" like an MCOT=Mattawan Classroom of Tomorrow

I think our district (you) have done an awesome job getting everyone access, but what should happen, and what has happened as a result of that? Maybe this should be something you assign to Ben R. ;-) Actually he is probably already on it. Documenting and showing this to teachers across the district could be a good model to move us forward.

Hi Winona! (in topic "Small.... but Powerful!")

Krystal Corwin — Sun, 15 Jan 2012 17:31:16 -0500

Hi Winona! I have reading conferences with my students once every two weeks to try to keep up with what they are reading. I ask them if they've noticed symbolism, literary devices, etc... and they seem to keep up with that fairly well! This way - I am vesting myself in their study without allowing the independent project to envelope all of my time. I LOVE it and don't want to get rid of it - but I have to make time for the curriculum as well!

Penny Kittle (in topic "Small.... but Powerful!")

Krystal Corwin — Sun, 15 Jan 2012 17:29:06 -0500

Hi Pete!

I didn't give you an article - but I'm sure I can find it in my professional development binder. I actually got the information at a Penny Kittle workshop!

research (in topic "Research that Changed My Practice: Aligning Technology with Student Success")

Winona Tinholt — Sun, 15 Jan 2012 17:27:15 -0500

Farah - Research is such a hard topic with young children. I have found that students do not know where to go or what qualifies as credible information when using the internet. I often find sources for them and set up a blog or a wiki for them to find the information they need. If my students were to look up something on the computer, they would first google it and then end up at wikipedia. It would be an interesting topic to pursue.

Awesome :) (in topic "Research that Changed My Practice: Aligning Technology with Student Success")

Krystal Corwin — Sun, 15 Jan 2012 17:26:28 -0500

Brian, I love that you were able to shine this week with the research. It must be difficult at times as one of the few "non-teachers" to complete assignments effectively as a lot has to do with classroom management and what not. This week - you rocked! It completely pertains to what you do :) And is ever-so-useful! Whew hew!!!

Motivation! (in topic "Research That Changed My Practice: Making Justice Our Project")

Amanda Pratt — Sun, 15 Jan 2012 17:14:37 -0500

Tim, your post reminded me that I still have "Making Justice Our Project" sitting in my bedroom waiting to be read. I certainly empathize with your own desires to create a classroom that teaches social justice and the struggle to find a way within the constraints and daily tasks we all encounter. Thanks for sharing your "end goal" and your enthusiasm to use education as a very real means to make the world a better place. I wonder if it's possible to "start small" with a particular unit, and work your way up to a class centered in social justice.

read (in topic "Small.... but Powerful!")

Winona Tinholt — Sun, 15 Jan 2012 17:13:55 -0500

Krystal - jumping in and reading is the best way for children to improve their writing skills as well. We are constantly discussing how to "read" like a writer in my classroom. My biggest struggle is with the children who lack the confidence to tackle a book. It seems overwhelming and scarry for students. I feel like this is true for not just my age children but high school students as well. Many of them "fake" read just so that they can create the perception of reading. I wonder if you have any type of requirements for selecting a book. Do you actually read alongside your students to see what skills they are using? I had a high school teacher do that for me and I felt like she had a personal investment in the book I was reading as well. Keep up the good work in your classroom.

Dan Meyer (in topic "Research that Changed my Practice: The Learning Pyramid")

Ben Tomlinson — Sun, 15 Jan 2012 17:13:20 -0500

I love this TED talk! Unfortunately, I have had to come to the sad conclusion that I am not quite ready for such a cultural shift in my mathematics class. The text that our school uses does a great job preparing students for the ACT's and other standardized tests. If I were to change my teaching style so drastically right now, I'm afraid I would lose ground on getting my Juniors (majority of my students) ready for the skill n' drill that those assessments provide. This is definitely a task that I will be taking on next year as I strive to bring more physics in to the Math classroom.

Formative Assessment (in topic "Research that Changed my Practice: Writing Assessment as a Toolkit")

Amanda Pratt — Sun, 15 Jan 2012 17:10:38 -0500

To me, your post highlights the value of formative assessment. By giving your students a writing prompt early in the year, you were able to assess their strengths and needs in writing. Writing is an area I continue to struggle with in my own teaching. This year I have used some of the AVID strategies (particularly writing with original thought) and found them to be quite helpful in scaffolding informative writing for students. I would love to see the IB rubrics you have been using. Email them to me if you can - amanda.c.pratt@gmail.com. Thanks!

Love and Logic (in topic "Research that Changed my Practice: Teaching with Love and Logic")

Amanda Pratt — Sun, 15 Jan 2012 17:08:25 -0500

Farah, I have read a little of the book you wrote about (someone gave it to me a while back, and I skimmed it). Reading about its impact on your teaching has inspired me to look at it more closely sometime soon. I appreciate you sharing your own experiences of the value of offering students choices. I have found this to be effective in my own practice as well. I also think your "wait-time" anecdote is important. Training myself to allow wait time before addressing situations that upset me is something I continue to work on in my own classroom management.

(in topic "EDE-670 Week 1 - Research that changed my practice")

Rihab Rayes — Sun, 15 Jan 2012 17:05:47 -0500

I read some of the aritcle (it is midnight here and i am ready to go to sleep) and found it to be very interesting. Like you said even though it is outdated we are still asking the same question(s). I believe we will be for a while with the fast pace of technolgy. Yes, you are not a classroom teacher but you are a teacher.

Unit pages (in topic "Research that Changed My Practice: Unit Pages")

Winona Tinholt — Sun, 15 Jan 2012 16:55:28 -0500

Amanda - I have seen so many differentiation methods presented in the last 10 years that I never expected to see a different approach! These Unit pages gave me a lot to think about and something to consider for my 4th graders this year. I love the idea of self-pacing and self-exploration. Students have a lot of choice but very clear direction on the required elements. I can see how students would be more engaged in your classroom discussions and would have a personal investment and attachment to the work.

FYI - I was unable to open your personal Unit Pages. It said that the file was broken. Maybe it was just my computer.

(in topic "Reseach")

Rihab Rayes — Sun, 15 Jan 2012 16:20:49 -0500

Thank you Takumi for sharing, I enjoyed reading the article Paper Dictionary or Electronic One?
by Zainab Saleh AlBulushy. I agree with the list of "why paper dictionary", especially with young learners. It is a great way to learn the alphabet and receive a strong foundation in any language. I am sure the electronic dictionary is appealing to kids as it is more interactive. However, you can call me "old school" I prefer the paper dictionary as it is more authentic. I still feel even though the world is more technology oriented, that one should still keep something that is basic (old). I sometimes tell my kids that if they do not know the meaning of the word, than they should look it up. It saddens me to see some educators dismissing this and asking kids to "google it".

(in topic "EDE-670 Week 1 - Research that changed my practice")

Peter Poggione — Sun, 15 Jan 2012 15:54:02 -0500

Thanks for support James!!

Brain Based Learning (in topic "Research That Changed My Practice: Brain-Based Learning")

Amanda Pratt — Sun, 15 Jan 2012 15:09:05 -0500

Luwanna, thanks for posting this research. It's an easy way to dive into brain-based instruction. I appreciate the ease with which you share your own journey as an educator and anecdotes about what you've found helpful in your classroom. I think it's a great reminder that we always need to be looking for ways to research within our own classrooms - and to use strategies that we find helpful.

No Apples - yet...apples (in topic "EDE-670 Week 1 - Research that changed my practice")

James Rush — Sun, 15 Jan 2012 14:50:43 -0500

Pete, thank you for sharing. Although I don't have a classroom with students having personal laptops, enough of them have cellphones and access to the internet. An apple of technology-use in the classroom a day helps keep ignorance away!" Admittedly, it can be a management miracle or management or management monstrosity! Student's with this kind of accessibility to resources (on and off-line) is great. One definite observation; we are contributing to the "immediate gratification" trends of current culture. However, here it is not necessarily a bad thing. I appreciate your candor and acknowledgment of not being a classroom teacher, but I would venture to say you are doing more for classroom education than you will ever know. Kudos, my classmate and friend. Rock on!

Research that impacted my practice: Banker to the Poor

James Rush — Sun, 15 Jan 2012 14:35:44 -0500

Banker to the Poor

Muhammad Yunus pioneered microlending and started a global movement.

http://www.successmagazine.com/banker-to-the-poor/PARAMS/article/1179/channel/22

Muhammad Yunus started small 39 years ago with a simple question: What can I do?

In this article, a man from Bangladesh came to learn and practice economics in a new way because of the needs in his home country. Being able to learn and teach about banking in the States still left him in a position of not being able to do something and he returned home. However, the way banking and economics in Bangladesh were structured, the poor were at the mercy of the system and never really able to get out of the poverty-cycle. That is where he truly learned about banking, from the poor.

1. Reflect

Why did I choose this piece?

In truth: in looking through the articles I have stored in my computer, this one fit best with the direction I hope to take in my education and in my practices as an educator.

It has the most relevance, practically, and can also be used metaphorically regarding my pedagogy.

I, as the "banker", have the opportunity to introduce-and-lead my students to the methods, approaches, and practices for them to get out of knowledge-poverty.

Also, I believe the timing of this article (10.31) and the assignments of that week (7-8) resulted in this being a "best choice". Looking back, I see a very specific result of the conference I attended on 10.22 in Hong Kong where we (200+) were taken through a Poverty Simulation and the theme of the conference heavily addressed: Service-Learning.

What is it about this piece of research that made such an impact upon me?

It’s simplicity. It’s craziness. It’s significance due to it’s success.

What kind of research is it?

Not sure.

What aspect of my practice was influenced by it and in what ways?

I am re-focused to consider: What can I do? What can I do with my lessons? What can I do to set goals for my student’s learning experiences? Furthermore, I have in mind the fact that my classroom has the potential to answer so many current needs and be foundational in helping students address other areas of concern as they mature. (Educationally; Socially, mentally, emotionally, physically – head, heart, and hands!)

Question (in topic "Research that Changed my Practice: Teaching with Love and Logic")

Peter Poggione — Sun, 15 Jan 2012 12:27:52 -0500

Thanks for this post Farah. I think I might have to read this book.(downloaded the first chapeter sample to my kindle). So what I am wondering is what would happen if I apply these techniques to teachers when trying to get them to integrate techniology into the classroom?

full disclosure (in topic "Research of Susanne Jaeggi, University of Michigan and University of Bern, Switzerland - Memory Games and Cognitive Development and Intelligence")

Lisa Huizenga — Sun, 15 Jan 2012 11:54:02 -0500

Please know that I cut and pasted the citation.... reality of a homer simpson life

First things first (in topic "Research of Susanne Jaeggi, University of Michigan and University of Bern, Switzerland - Memory Games and Cognitive Development and Intelligence")

Peter Poggione — Sun, 15 Jan 2012 11:32:23 -0500

Lisa - just read your post and am getting ready to look at the research and the TIME magazine article, but first I wanted to say that I SO struggled with how to cite the damn article I decided to use as it's been so long since I've even thought of how to "properly" cite things! After I posted my assignement I looked at yours and it was such a Homer Simpson moment! thanks for modeling how to do it right. Now if there was just a TIME magazine article to make THAT in lay-terms.

Perspective (in topic "Research that Changed my Practice: The Learning Pyramid")

Peter Poggione — Sun, 15 Jan 2012 11:23:05 -0500

Ben - This is great. You know, (warning: prior inside, working knowledge of our district required) listening to all the rhetoric in administrstive meetings, strategic planning sessions, all the reasons why the challenges are just "too much" and change is just "too hard" have driven me to a numbing state of apathy. To see that you are taking it to the next level on your own is inspiring. I agree with what Lisa said about your class being a reseach study all it's own. You are doing research on a daily basis. I am going to be quite interested to see what effect this particular class has on the way you look at that and if it inspres you to add "Teacher as Researcher" to your list of daily activities. Keep up the great work.

EDE-670 Week 1 - Research that changed my practice

Peter Poggione — Sun, 15 Jan 2012 11:09:27 -0500

ACOT - Apple Classroom of Tomorrow

Synopsis: ACOT, a 10 year longitudinal study conducted by Apple Computer Inc., (from 1985-1995) set out to study the effects of technology on education. Specifically they investigated how what now is widely accepted as “Challenge Based Learning” effects student achievement and engagement. A second part of the study investigated how situated professional development for teachers effected
their ability and willingness to adopt technology in their classrooms.

Why did I choose this piece?

I chose this piece, although now dated, because it is a timeless example of what I consider an appropriate use of technology in K-12 education. Some may differ with me but I consider this to be the seminal study that sparked the one-to-one computing initiative. The real-world practical evidence of the efficacy of project based learning and situated professional development for teachers can not be refuted. It is also one of the earliest pieces that shows the power of teachers as researchers.

What is it about this piece of research that made such an impact upon me?

What truly impacted me about this study was the the study’s central theme or “question”; “What happens to students and teachers when they have access to technology whenever they need it?” This is something that we still ask ourselves and still argue over today, despite the overwhelming evidence that proves its worth. The ideas presented in the study were not new then nor are they now. The difference was that this was the first time all of the barriers were removed, allowing students to take an active, involved role in their learning. The ideas presented here really aren’t new, but here for the first time what had always been considered “pie in the sky” learning, was given an opportunity.

What kind of research is it?

ACOT was a 10 year longitudinal study of technology classroom integration spanning the years 1985-1995. Calling this a single study however is a misnomer. ACOT spawned numerous studies over its 10 year history and many research articles. I had a hard time trying to narrow it down to one specific research piice within the study, so I chose to use a summary piece published by Apple titled “Changing the Conversation About Teaching and Learning & Technology: A report on 10 Years of ACOT Research”

What aspect of my practice was influenced by it and in what ways?

It’s not possible for me to say what “specific” part of my practice was influenced by this study. I did not discover it until after I started my current position at Mattawan Schools and set off insearch of research to support my goals. Also, since I am not a classroom teacher I can not look at this from the point of view of a classroom teacher. What I can say is that this study strengthened my personal view of how the availability of technology can effect one’s personal learning experience and individual growth. It also provided me the courage to lead our school district down the path that we have been traveling for the past seven years. I supposed one might call that “an influence on my practice”.

600 pages! (in topic "Small.... but Powerful!")

Peter Poggione — Sun, 15 Jan 2012 10:27:46 -0500

Farah - I'm with you thre. 600 pages is a summer project for me no matter how hard I try...

Reference (in topic "Small.... but Powerful!")

Peter Poggione — Sun, 15 Jan 2012 10:26:20 -0500

Hi Krystal. I didn't notice a link or file attachemnt to the piece that you are talking about. I would like to read it. My entire life, I have loved to read but I read slow and have to read things several times for them to imprint on my thick skull, so I was interested to see just what was said in this article.

Choices Choices (in topic "Research that Changed my Practice: Teaching with Love and Logic")

Jessica Bommarito — Sun, 15 Jan 2012 09:58:24 -0500

Ah, choice. I find this really interesting. We often give students choices with the idea that the ultimate choice is already made for them. The coat example paints a perfect picture of this idea. The student is not being given the choice whether he/she would like to tote around a coat, but rather whether he/she will wear it outside. The child will (inevitably) be sporting a coat within a few minutes of setting foot outside. I believe this describes William Glasser's Choice Theory. If we understand the basic needs of our students, we are creating a certain culture within our classrooms.

Research that Changed my Practice: Writing Assessment as a Toolkit

Jessica Bommarito — Sun, 15 Jan 2012 09:33:51 -0500

1. Reflect

For our first reflection, I have chosen two pieces of research – My students' September writing samples and Re-articulating Writing Assessment for Teaching and Learning by Brian Huot.

Why did I choose this piece?

Every child in Troy is given a prompt the first few weeks of school – Write about a memorable time in your life. The first narrative writing task students are given directly impacts my teaching for the first semester of the year.

What is it about this piece of research that made such an impact upon me?

My career would, by most, be considered transient within the district. This is my fourth year teaching. The leap I made from third grade to seventh this past year could be considered a distinct career shift. I wasn't expecting, however, student need to be so similar. Many students, regardless of age, are in need of basic grammar, comprehension, and word study instruction. Without the writing assessment, I would have delved directly into instruction at a level my students were not able to handle. I realized that basic concepts such as the understanding and application of end marks was an area in which my students needed explicit instruct and practice.

Huot comments that, "What isn't valued isn't assessed." Interestingly enough, my district trusts its educators to allow for supplement extension to the curriculum. Huot's ideas validated the practice of supplementation to the curriculum in a meaningful way. It allowed me to regard this practice as not only acceptable, but essential.

What kind of research is it?

The first piece of research I chose was a formal writing assessment. The second piece of research is a book written for educators.

What aspect of my practice was influenced by it and in what ways?

I continue to use these writing samples to guide my lessons. Students are able to assess themselves alongside me throughout the year. I feel self-assessment is a critical piece to a writing curriculum. My students and I use our I.B. Rubrics to understand writing in a more systematic way. These rubrics offer much more information than a letter grade plastered across the top of a paper. Students use the information to better understand themselves as writers. Before I spent much time in a Title I building, I felt students should be able to write with their hearts and imaginations – a practice that I felt was not synonymous with rigid rubrics or formal assessments. I have since come to regard the craft of writing as more of an artform. I often share with my students that a teacher is more readily able to allow for stylistic moves when she understands this student has a firm grasp on developing and presenting ideas in a meaningful way. Huot mentions the connection between understanding and use of assessment tools and student success. Through my teaching, I have realized that if students have a genuine interest and understanding of the work in which they are involved, they are likely to find success and enjoyment within it.

Our second semester begins the last week of January. At this time, I will reassess my seventh graders in order to develop a sense of their needs. Reassessment, as Huot points out, is just as meaningful, if not more meaningful than the first assessment given. It allows us all to reflect and grow. If we understand where we stood and stand, we are better able to understand where we're going.

The first chapter to our book “The Art of Classroom Inquiry”affirms my belief that this type of research [knowledge] also presents us with the task to understand the needs of our students and to empower them. Our writing samples are used – by my students and myself- to create future writing pieces with heart and imagination while paying respect to not only ourselves, but our many audiences.

I was introduced to this research in a professional development course through my district. You can access Huot's book through many eBook subscriptions. http://www.amazon.com/Re-Articulating-Writing-Assessment/dp/0874214491

I'd love to share my I.B. Rubrics and student writing pieces as well. Please let me know if you're interested.

A Research Paper in itself (in topic "Research that Changed my Practice: The Learning Pyramid")

Lisa Huizenga — Sun, 15 Jan 2012 08:40:36 -0500

Ben, I just read the background, your test, implementation, evaluation - both qualitative and quantitative, and the results...I could have cited your work for my assignment today.

Great reading about how you as well as your students were re ignited by this important change.

Research of Susanne Jaeggi, University of Michigan and University of Bern, Switzerland - Memory Games and Cognitive Development and Intelligence

Lisa Huizenga — Sun, 15 Jan 2012 08:28:43 -0500

Improving fluid intelligence with training on working memory

Susanne M. Jaeggi, Martin Buschkuehl, John Jonides, and Walter J. Perrig†

*Department of Psychology, University of Michigan, East Hall, 530 Church Street, Ann Arbor, MI 48109-1043; and †Department of Psychology, University of Bern, Muesmattstrasse 45, 3012 Bern, Switzerland

Edited by Edward E. Smith, Columbia University, New York, NY, and approved March 18, 2008 (received for review February 7, 2008)

When I first read about this University of Michigan research paper in a June 2011 Time article, I was interested to pursue it as an add-on to the benefits that we hope will be qualitative outcomes in the Mix-and-Match ME game that I am developing with Susan. Susan and I had discussed the potential to design the simple game with adaptations specifically for use with dementia patients in addition to our planned use in ethnography and foreign language education. What I learned was that playing simple memory games shows strong correlation with fluid intelligence, particularly games which focus on short term memory skills.

Findings showed that young research participants improved in cognitive skills by playing memory games whether they started with a high or low level of Gf (fluid intelligence), whereas other tested cognitive skills development games were not effective in changing fluid intelligence. The suggestion is that playing memory games is positive for memory and for improving general intelligence because of the area in the brain which is activated. This is by training of the central neural circuit, and the assumption that it leads to transfer or overlap in training other circuits. It is my sincere hope to be able to understand and share this more fully after a few weeks with Aviva's 'handrail', but for now I am needing the walker.

Thankfully, the Time and Newsweek articles put this analysis in lay terms.

Susanne Jaeggi bio http://www-personal.umich.edu/~jjonides/susanne-jaeggi.html

Newsweek Article, January 2012:

http://www.thedailybeast.com/newsweek/2011/01/03/can-you-build-a-better-brain.html

Time Magazine Article June, 2011:

http://healthland.time.com/2011/06/16/how-brain-training-can-boost-intelligence/#ixzz1PXObS3Hi

D.E.A.R. Time (in topic "Small.... but Powerful!")

Farah Sadri — Sun, 15 Jan 2012 08:23:58 -0500

Drop Everything and Read! Interesting factoids and also am glad that I was not at an IVY league school because 600 pages a week would be quite a challenge for me even though I love to read.

Response to Brian (in topic "Research that Changed My Practice: Aligning Technology with Student Success")

Farah Sadri — Sun, 15 Jan 2012 08:18:15 -0500

Hey Brian,

The research and area that you chose to write about for this assignment is directly related to one of my 20 questions for Remi's assignment. Would you perhaps be willing to take this and run with it? I am wondering more about the same questions you raise as well things like what Karen mentioned above. When is it meaningful to use technology and what is just "using technology for the sake of using technology"? At what grade level can students use techonology at an independent level for their own means of research? Let's talk about this because I know we have to break off into groups that are willing to do research on the same thing....

Response to Tim (in topic "Timothy's Research Work")

Farah Sadri — Sun, 15 Jan 2012 08:07:41 -0500

Tim,

I'm thinking of you as a skeptic now...Hm, never crossed my mind. Anyhow, you make several points here and have a lot of different references that go over my head. Can we Skype about this because I want to understand what you are talking about....

Farah

Response to Ben (in topic "Research that Changed my Practice: The Learning Pyramid")

Farah Sadri — Sun, 15 Jan 2012 07:58:27 -0500

Dude! This is incredible that you were so inspired by Geneva-I don't know if the cows were what made it click, but bravo! It seems like teachers get nervous when there is too much student driven work and discussion. I think the longer a teacher has been teaching, the harder it is for them to give up the lecture model. I know that kids have a lot of great ideas, and with active participation they will be more likely to apply their knowledge rather than be passive learners. I wish I could be a fly on the wall in your classroom.

Response to Karen (in topic "Research that Changed My Practice: Gradual Release of Responsibility")

Farah Sadri — Sun, 15 Jan 2012 07:50:37 -0500

Karen,

I haven't even heard or read this article, however just by reading your summary of it and how you have applied it to your own classroom, I realize that I have been doing this all along. It is intentially done in my Reading and Writing Workshops through which my school uses the Lucy Calkins Workshop models for our literacy programs. The kids feel successful when they can see a finished product BEFORE they even see me model how to write a reading response or a non-narrative/essay. This strategy that you use in your class reminds me that parents use the same technique with their babies/children growing up. They do a task for them (like tie shoes), then do it with them (silly bunny ears), then let the child practice independently. It makes complete sense for educators to continue GRR in the classroom. Thanks for sharing, because now I can sound super smart at my next faculty meeting!

Wisconsin Dairy Farmers and Teaching (in topic "Research that Changed My Practice: Gradual Release of Responsibility")

Lisa Huizenga — Sun, 15 Jan 2012 07:09:10 -0500

Karen, What I appreciated about your essay is how I could relate Doug Buehl's paper to what you shared having implemented this method in your classroom. I know modeling works, and needed words and research to help me understand it better. It directly relates to the work I am doing right now, as I wonder why the GRM or GRR methods are not used in more development programs for ECDs in low income countries. I am going to pose this to a few coworkers next week, as I think it would be novel in sanitation education. For example the WASH program is a huge global initiative that teaches basic hygiene and sanitation, but includes no modeling or transition of skills, only instruction.

Also, I have to say thank you on behalf of Wisconsin farmers for this kind mention. Wisconsin has a farm age driving law (as many states do) that is often criticized as dangerous or unfair. For those of us who have spent time in that community, it is easy to see that skills transfer at an early age, as kids work side by side in a family network of elders who are overseeing their training, I suspect through informal but very effective GRR methodology.

Reseach

Takumi Tanabe — Sun, 15 Jan 2012 06:53:51 -0500

Week 1

Research that Changed My Practice:　Which is better for the beginner, paper dictionaries or electronic dictionaries? (For the case of English learners)

This topic is, actually, very controversial among teachers in our English department. We have been discussing this mater for some time, because we need to decide which is better for junior high students who are completely beginner as an English learner. Without our instruction concerning a good dictionary, students tend to buy new electronic dictionaries with the following reasons. Electronic dictionaries ---

*are light and convenient to carry

*contain several other dictionaries, such as Japanese-English dictionary, English- English dictionary, or others

*take less time to find out the target words

*others

When we learn a foreign language, the most important thing for leaners, eventually, is to acquire vocabulary as much as possible, and get to know how these words are used in real context.

I admit that there are some better points in using electronic dictionaries; however, I still believe that paper dictionaries have more advantages for the beginners than electronic ones. When we compare an abacus with an electronic calculator, some advantages which students believe will be collapsed. I would like to focus on the effectiveness of beginners using paper dictionaries by comparing both advantages and disadvantage.

Related information:

http://www.developingteachers.com/articles_tchtraining/dictionarypf_zainab.htm

http://www.slis.keio.ac.jp/~ueda/semi/2004edictionary.pdf

http://jiten.cside3.jp/dictionary_use/dictionary%20use_18.htm

Toolkit (in topic "Research That Changed My Practice: Brain-Based Learning")

Lisa Huizenga — Sun, 15 Jan 2012 06:30:13 -0500

As Karen mentions, this is so clear and full of common sense, so the thing that strikes me is that you write that these strategies were new to your students. Another immediate thought I had was how amazingly convincing you must be as an educator, as you practice in your own life all of what I see here, and I find it very authentic and it draws me in.

While I care about saving paper, the research doc is flying of my printer this very moment. The game Susan and I are designing needs to include brain-based strategies in both formats. It is easier to control environments in a physical game playing experience in Susan's classroom, but quite difficult to design such a 'space' in the online environment, so perhaps we can talk about your thought in this area.

I have a visual of your teacher's toolkit being more like a massive Bright Red Craftsman tool chest on wheels, full of tricks, waiting to be employed. Given the quality of your experience in teaching over the years, I also imagine that you know exactly which tool is required for the situation.

The Play (in topic "Research That Changed My Practice: Making Justice Our Project")

Lisa Huizenga — Sun, 15 Jan 2012 06:09:42 -0500

Tim - In trying to find the play online, I could only get to a few articles about this project without buying the paper, which looks to be very interesting. Also interesting was a Freeman Online piece about Whole Language and an argument about WL and discrimination, citing Sweeney's work. Have you seen the child's play that resulted from the work in the fourth grade classroom? I am reminded of the outcomes in the class of John Hunter http://www.rosaliafilms.com/teacher.htm and wonder if I would call his work audacious or rather well designed for student engagement, but having lived in the community where he teaches, and knowing the significant history of civil rights in education in the schools there, I would believe he was able to follow his passion for teaching world peace through education, understanding, and compromise, perhaps after a few more than eight years of teaching.

Research that Changed my Practice: Teaching with Love and Logic

Farah Sadri — Sun, 15 Jan 2012 01:01:13 -0500

I have chosen to reflect on a book that I read in 2004 called Teaching With Love and Logic, by Jim Fay and David Funk. The book is based on a philosophy that educators can promote a healthy relationship with students that promotes a logical approach to discipline. The chapters are classroom teachers and Principals testimonies of disruptive, angry outbursts of primary and high school aged students who are encouraged to allow the child to calm down before engaging in a two-way power struggle. The time students to reflect on the poor choice allows educators to“… hand the problem back to the student who created it…When the student has to solve the problem, they have to think. When students have to think, they learn that decisions have consequences. When students have to deal with consequences, they learn to think.” (From http://www.loveandlogic.com/what-is-for-teachers.html

My first teaching job was in Texas at a low socio economic school and I was the only white person in the classroom. I had to adapt to their culture and they had to adapt to the rules and consequences of Ms. Sadri’s classroom, whereas before-they made the rules and ran wild- which was why I was hired because the previous teacher quit! I was in my year of teacher certification and didn’t know any better but to follow my supervisor and the philosophy and teachings of these educators and psychiatrists, who had obviously had more experience and completed more hours of research in the classroom than I had.

Boy, does this book and it’s methods still work! From little bits of advice like the kid who refuses to wear his jacket outside in freezing weather. I say, “Okay, you don’t have to wear it, but you do have to carry it outside!” We are both happy, because he thinks he gets his way, and I know he will freeze his butt off and end up putting it on in the end. It’s about giving kids choices. You don’t want to write your essay tonight? Okay, how about you choose the color of paper or pen! All of the sudden there is a new interest because an element of choice is in it for them. I can even say, do the odds or evens on the math worksheet tonight and I will have 100% return on homework the next day. Kids like to feel like the have some decision making power. The first day of school I let them brainstorm on the class rules and the consequences for breaking them. This way, when a student breaks a rule-it’s their rule and consequence, not mine! And I remind them that they can’t be mad at me because of this, which then takes me out of the frustration and puts the responsibility back on them.

I have tried this with my present class, which is made up of high performing, upper class, multi-ethnic/culture/religions. The students will still try to get into a power struggle with me or a fight with another student. One technique that I learned from reading the book, was that if I wait a whole day before I give a consequence to a student of lying, stealing, or cheating (something of this nature) there is a greater impact because the conversation didn’t immediately follow the behavior. After it happens I say, “I’m sad that you made this choice and are now unable to make good choices. Therefore I will now need to make some for you. I do not know now what your consequence will be, but when I think of one I will let you know.” The child is on edge until I approach him or her, and I have in the meantime calmed down as well. He or she is now listening with full attention rather than transferring their anger onto me. They are calm enough to realize that what they did was wrong and actually agree that they should receive a great punishment than the one I decide to give them. It’s strange but this book and its strategies work EVERY SINGLE TIME!

The website isn’t much help and honestly I just found it for this assignment. I really suggest reading the book. There is also another one they wrote called, Parenting with Love and Logic.

Research (in topic "Research that Changed My Practice: Aligning Technology with Student Success")

Tim Saunders — Sat, 14 Jan 2012 23:13:08 -0500

Do you feel like there is enough independent research being done on the effectiveness of e-learning products?

One of the great things about technology is the rapid changes in iterations, but it also hinders longitudinal studies over time.

Is there a "go-to" place for that type of study? One place that is considered beyond reproach when considering the effectiveness of a product?