I’ve enjoyed reading the reflections post-Educon2.2. There’s been much food for thought. So much that I couldn’t quite pin point what my big take-away from the weekend was. I had Tweeted on Saturday that “mentoring, leadership and individualized learning” seemed as if they were going to be big themes on Saturday, but when I opened my little notebook today, here’s what I saw:
To who was I referring when I wrote this? Was I writing about the students or the educators? I am not sure. It should absolutely be both. Here are my thoughts from Saturday (Sunday is another post in the works).
Disclaimer: I’m putting this all in my own words and not in the words of the articulate conversation leaders.
(We can design instruction that prevents overload.)
intrinsic – our natural level of load
germane – this is what we want for our students
extraneous – what we don’t want
Chris shared that the goal of learning is to effect a change in long term memory. He spoke briefly about what the brain is capable of remembering (chunking) and of automaticity. The conversation lent itself nicely to Universal Design for Learning and how to reduce extraneous loads for our students.
Barbara Treacy and Chris Champion began this conversation with the question “What can and can’t be taught online?”. I really thought my group would come up with a specific list, but instead we began a wonderful conversation about designing effective professional development. The idea is that with the tools available to us today like Screen-cast-o-matic and Scribd, it’s all about the facilitator and the participants networking and using the resources effectively. Ultimately, we can teach anything online.
So, how do we make it relevant for our students be they children or adults? How do we teach with rigor?
I honestly don’t have the two sentence answer. I don’t think it exists. I’m not even working on coming up with it. I am, however, taking pieces of these three sessions and embedding them into my plans for the upcoming weeks hoping for improvement. There’s always room for that.
Please take me very seriously when I tell you that I need help. We have had such an overwhelming response to our initiatives this year that there are not enough days in the week for me to visit all the schools involved.
We are looking for consultants for our math initiatives, Universal Design for Learning grants, and the 21st Century Learning Initiative that I piloted last year.
Please contact me directly at lisa dot thumann at gmail dot com if you are looking for consulting opportunities in the New Jersey area.
1. Complete the last two video podcasts for the grant project I have remaining and submit them to the funding partners.
2. Record audio and or video of summer PD and upload to the CMSCERutgersiTunes U account for archiving.
3. Continue building the UDL4ALL Ning – add resources, build community, cultivate conversations.
4. Add to my iTouch the Future series of posts.
Now, before you judge me, stop and think about how hectic your summer has been. Think about all the time you spent with your family and friends. Think about all the work you did. Think about all you actually were able to accomplish.
Let’s cut to the chase. Here’s the breakdown of the excuses for not accomplishing any of my goals:
I didn’t finish the video project because during my two-week vacation when I was going to work on it (this is funny, right?) I had to manually code the Center’s fall 2009-2010 catalog (link).
The sessions I intended on UStreaming were in fact recorded, I even uploaded them to Blip.tv . But when I went to convert and edit them down to import into iTunesU I ran into all sorts of errors that I just abandoned after a while.
I did add a bit to the UDL4ALL Ning but not as much as I had planned. I have no excuse for this one.
Blogging about the iPodTouch apps became less of a priority for me as my interests went elsewhere. I bookmarked many great resources and explored many great educational applications this summer though.
Though I did not comply with the 7th rule of this Meme in that I did not achieve my goals by September 7th, I do feel that I have developed professionally. Sometimes our priorities shift. Things happen.
I’m getting ready to welcome a new cohort of educators into the Center’s 21st Century Learning Initiative. I’m looking forward to the 3rd year of the INCLUDE grant and helping districts use the UDL framework to help students reach their objectives. I’m looking forward to traveling around New Jersey and the country to various conferences to speak about technology trends in education and exchange ideas with fellow ed-techies.
I’m looking forward to ANOTHER great year. How about you?
I’m beginning to think that I am not capable of casual chit chat when it comes to talking about children and education.
I don’t remember how the topic of conversation came up, but I was with some of my family over the weekend and one of my relatives was speaking about a local school district and how they can’t seem to hire and retain any quality teachers. He was questioning what the issue was with the administration and why after all these years of receiving additional funding from the government for teacher salaries, students still are not scoring well on the tests.
Pause. Breathe…Lisa…Maybe this is not the time and place to talk about all the… OH FORGET IT!!!
Maybe, just maybe, I was able to tweak this relative’s view on public education a little bit as I talked about the student population of this specific district. I spoke of how most of these students came from foreign countries where formal schooling was not common place. They had to take the State standardized tests, possibly before they even had a handle on the English language. By the time they were finally getting into a routine at school, making friends, adjusting to the schedule, their family would find jobs elsewhere and relocate. The test scores that were published in the local newspaper were not indicative of the time, effort, skill, ability and knowledge of the students or the teachers in the district, merely, the situation of that given day.
The response…”Huh? I didn’t know that. I never thought about it that way.”
I don’t know how I thought he would respond. The others in the general vicinity kind of slinked away. Perhaps I may have ranted a bit.
We went on to talk a bit about Universal Design for Learning (UDL) and how I’ve been working with schools and educators in NJ on implementing that framework in their classrooms. We talked about being flexible and accommodating students needs. I gave him examples of my own children needing accommodations in their classrooms and situations of when they got them and when they didn’t.
My concern was that the chit chat at my family gathering last weekend just happened to have two sides to the story. It doesn’t always. Many people, including taxpayers, are making judgements on our fellow educators that are placed in near-impossible positions. I wish I could do more to help people visualize what’s going on in today’s classrooms.
One of the responsibilities of my job at the CMSCE at Rutgers University is to offer sustained professional development in Universal Design for Learning (UDL). Some of the districts that I have been working with are part of a grant through the NJ Department of Education called the INCLUDE grant and some of them have taken it upon themselves to begin to embed UDL principles in their curriculum. In either case, I get the opportunity to develop a rapport with the teachers, work with them over a sustained period of time, customize the professional development to their needs and the needs of their students and in some cases have the opportunity to go into their classrooms and co teach with them.
One of the topics that we spend a large chunk of time talking about in our professional development on UDL is removing barriers from our lessons, curriculum and classrooms so that more students can reach the objectives of the lessons. We show teachers all types of digital tools that help students decode directions using text-to-speech tools, highlighters and even something as simple as just making fonts larger. We talk about using mind maps and imagery to help visual learners. We offer the concepts of allowing students to represent that they have met the objectives of a unit by a means of their choice versus a single choice assignment or assessment.
I urge educators that are involved in UDL to make use of social bookmarking. I share my Delicious and Diigo bookmarks with them and encourage them to explore the “tag” for UDL. I try to show them the power of collaboration not just with the teachers they are working with, but with other teachers in the state and the nation that are also embracing these same techniques in their classrooms. We join conversations in the UDL4ALL Ning and look for other schools and educators that are implementing these same principles in their classrooms to share their experieinces with us.
During one of my recent UDL sessions, I invited my friend, and UDL guru, Karen Janowski to Skype in with us. When I had first met the group of teachers they told me they were “just not getting UDL”. I talked to them for about an hour and made some suggestions about how I might help them move forward and then explained to them that I don’t learn alone. I learn from and with others. I asked them who they had learned from and they mentioned Karen’s name and her Toolkit. I indicated that I would ask her if she was available for a Skype with us and it seemed as if it was a completely new concept. (Many of the folks in my PLN wouldn’t think twice of video conferencing with someone who had the answers to some of the questions they had.) I explained to the group that by making this connection, the answers might be a bit more meaningful to them. They would see Karen’s toolkit not just as a list of valuable links, but as resources from a thoughtful educator from Massachusetts that took the time to speak with them.
Karen gave us some great suggestions after we told her we were still looking for ways to increase our Activity Toolkit. We talked about general tools to help remove barriers for different types of learners and specific ways to make accommodations in our classrooms for the three Brain Networks. Since these teachers were part of the INCLUDE grant and had a focus specifically on middle school math, she suggested Mathcasts and MathPlayground as resources for activities to integrate with the curriculum.
Then the conversation went down a different road. One of the teachers brought it back to a topic we had been discussing before Karen had joined us on Skype. The teacher spoke of three specific barriers that they felt could not be removed from the situation. The Three Barriers:
Teachers cannot count on support from home. Most students go home to older or younger siblings and do not see parents until much later in the evening.
These are classified students, ELL students and students that tend to not test well. We can’t change that.
Time. There is never enough of it and they are told to get through the curriculum by the end of March so that all content is covered before the State testing. Then after testing they can go back and redo anything they feel needs reinforcement.
After the teacher laid it on the line so clearly, there was really nothing Karen or I could say that was going to bring her back to what she COULD do. These barriers are the realities of her challenges.
What are the realities of your challenges? Karen and I both commented that we might be idealists…
Yesterday I shared these three barriers with the group of teachers I am working with in another NJ district. In this group, there are some non-public school teachers that join our sessions. This made for interesting conversation, since a non-public school might make different requirements for its teachers than a public school with its union teachers.
He offered his districts answers to some of these barriers:
Each teacher is to offer “Office Hours” once a week. These are to be the same day each week from the end of the school day at 2:45 until 3:45. Students are to make appointments and parents are to arrange for transportation. These hours are designed so that students that need help from their teacher outside the typical school day, can get it.
Each teacher is to make themselves available to help students during their recess time. (Recess in this school is held before lunch time.)
In this particular non-public school, the text book guides the curriculum for mathematics. Get done what you can.
I have yet to find anyone who has all the answers. But collectively, we do a pretty good job. I don’t know if I’m an idealist or an optimist. I know there are at least two sides to every story. Really, what are the realities of our challenges in the classroom? Are you the teacher that throws up barriers or walls or excuses at every accommodation that is suggested or are you this teacher? Thanks Chris Craft – you had perfect timing today.
Many bloggers have been posting their take-aways from Educon2.1. I have to admit that though I was sad to leave SLA and my PLN on Sunday afternoon and even sadder to say goodbye to Liz Davis as I left her at the Philadelphia Airport an hour later, my brain was fried. I wasn’t ready to think about next year or reflect on this year’s conference.
Let’s be honest. I wasn’t ready to drive home as I hadn’t had enough sleep. I wasn’t ready to tackle all the laundry that was waiting for me or to have to go grocery shopping to make sure that we had supplies for the girls’ lunches on Monday. Oh, and I wasn’t ready for my workshop on Monday, Tuesday, Wednesday or Friday. I was shot.
What are ya gonna do? Get ready!!
The next day I drove back towards Philly to work with a group of teachers on UDL. It was our third of 5 sessions together, so these were teachers that I had already built a rapport with. We talked openly about good teaching and what was working in their classrooms and then I asked them to take my presentation for the day and redo it so that it was more accessible to them. We worked on the concepts behind multiple methods of presentation and worked on which tools would help them meet the objectives of the UDL framework. At first they were uncomfortable with editing my presentation. I explained that I had designed it that way to make a point and to teach me a more appropriate way to present these same ideas. I was hoping that they had really looked at the YouTube videos and wikis I had shared with them about PowerPoint reform.
On the drive home I spoke with a tech coordinator from a high school in North Jersey. We had been trying to connect with each other for a couple of weeks, so using the hands-free device in the car, I listened to him talk to me about how great the school’s infrastructure was, how they had at least four computers in each classroom, plus a couple of COWs. What he needed from me was to come in and get the teachers excited about using technology and to give them the tools, skills and confidence to bring their school into the 21st Century. I found myself thinking that I’d be happy to help him as log as his staff was teachable.
The next day I drove to North Jersey to finish some SMARTBoard mentoring I mentioned in a previous post. I had 5 sessions mapped out for the morning ranging from a group of pre-k teachers with no IWB experience to a 5th grade teacher with over a year’s experience who was thirsty to learn the more advanced features of the technology. What I didn’t expect was the middle school language arts teacher who walked in the room who had just started working at the school the prior week. She immediately asked me how this technology would help her get her students to be better writers. I asked her how she teaches them to write. We only had 25 minutes together, so you can understand that I needed to make some pretty quick decisions. She was very much against using any technology in the classroom because (…and you’ve heard this one before…) when she was a student, she learned to write just fine without a computer.
I sat and calmly talked with her about how not every piece of technology meets every need. That she might consider using collaborative documents with her students. I asked her if she wanted to make sure that her students were ready for high school, college and the work force in addition to being good writers. She said she was interested in learning how she could integrate technology and still teach the pedagogy behind good writing. She was open to ideas. She was teachable. I invited her to the upcoming Google Learning Institute at Rutgers University.
I was scheduled to drive back towards Philly today to work in one of the middle schools in Camden City School District. I work with a team of stellar teachers there in my 21st Century Learning Initiative. Though I’m disappointed it was canceled due to the snow (the district closed the schools), it gave me a chance to go through my inbox, my notes from Educon2.1 and look back at the week and what’s still to come.
What have I learned?
I tell people I try to learn something each day. I’m pretty sure that on the days I’m out in the field working with teachers I learn way more than one thing. I know I learn more than one thing a day when I attend a professional development event, be it in person or virtually.
I try to be teachable. Whether you are a noobie or a seasoned educator or somewhere in between – be teachable.
My daughters get confused sometimes about what I actually teach. Even though they’ve been to my office, they know sometimes I’m in a school teaching. They know I also go to school every Tuesday night. So they never quite know how to ask me about my day. Sometimes they ask me how work was, sometimes how school was and more recently they have caught on a bit and have started asking me what age the people I worked with that day were. But that can get tricky too.
This week was long. But amazing.
Monday AM – I spent my morning here working with middle school students and their teachers on video podcasting. Last year I had helped their wonderful Technology Coordinator, Linda Epps, with the list of software and hardware she would need to purchase to start video podcasting with some of the classes in the school. The grant that Ms. Epps wrote included, as we discussed, professional development for the teachers involved, including in-class coaching with the students. So, on Monday, as part of the final phase we storyboarded, recorded, found podsafe music and made the most of the 60 minute block. I saw four classes that day. One ELL, one math, one reading and one writing. By the end of the day we had established a plan for my return that coming Friday.
Monday PM – I left straight from the school and went into New York to check into The Pod Hotel. From there I took the subway to Google. Did you know that the footprint of the New York office is larger than 2 football fields? Anyway, I arrived between Eighth and Ninth avenues and 15th and 16th streets to meet with Mark Wagner, Cristin Frodella and Allison Merrick to help set of for the Google Teacher Academy the next day. We filled schwag bags, put out the teacher binders and did anyhting and everything to make sure that we were ready for the 59 prospective GCTS.
Monday 8PM – dinner with all above and the rest of the lead learners. We had a fantastic dinner and it was great to catch up with old friends and have a chance to get a acquainted with new ones.
Tuesday 7AM – 9:30PM Google Teacher Academy – It flew by. Before I knew it, the day was over. Each participant went through 6 tech tools rotations, 3 inspiring ideas, a tour of the Google offices, presentations by Cristin Frodella and Mark Wagner with regards to GCT responsibilities and details about Google Apps Education Edition as well as group activities, Office Hours with the Lead Learners and of course trips to the micro kitchens.
Wednesday AM – American Education Week – I’m lucky that I can work from home occasionally. I try to once a week to catch up on phone calls and e-mails and to be able to participate in my children’s education. On Wednesday morning from 9:35-10:20, parents of first grade students in my daughter’s school were invited to come in and observe a lesson. I was so impressed with my daughter’s teacher. She kept the students engaged and she obviously had varying levels of abilities in the room and worked her way around during the lesson to try to meet all of their needs. She was patient and nurturing and everything that my husband and I had been hoping for in a first grade teacher for our daughter. My daughter and I both enjoyed having each other there. My visit was extended when her Speech teacher came to get her and one of her classmates for their twice-weekly session. Bonus for me – an additional 40 minutes of school time. I followed the small group of three as they stopped to pick up two additional students and continued with them as they made their way to a small classroom (or closet). I appreciated the extra time with my little one and look forward to speaking with both of the teachers at parent-teacher conferences.
From Speech I was off to the Scholastic Book Fair and then a quick meeting with the building Principal to talk about the needs of the teachers involved in the Center’s 21st Century Learning Initiative.
Wednesday PM – E-mail, Google Reader, returning phone calls and prep for Thursday PM and Friday.
Thursday AM – I usually get to the my office on campus once a week. If I’m there a second time, it’s usually because I’m teaching a workshop in our lab. We had a quick meeting Thursday morning, one of consultants came in to borrow some software from me to install on her laptop (it was a legal install) and I tried to go through my snail mail. Thursday was also the Thanksgiving Luncheon at the Rutgers Faculty Dining Hall. So at 12:30, I headed over there with my colleagues and enjoyed a leisurely lunch.
Thursday PM – The 4th in a series of 6 after-school academies at a local (to my house, not to Rutgers) elementary school. At the superintendent’s request, I designed a series of 90 minute workshops to be held after school. One set was for the middle and high school teachers and another for the K-5 buildings. Today, I was excited as the teachers were coming prepared with pre-recorded audio to edit in Audacity and then upload to their Schoolwires pages. I knew the group of 10 or so would come in ready to work as they had been so enthusiastic the weeks prior and I had really enjoyed working with them. I was right. They all left that day with something published.
Thursday 7:30PM – I didn’t think my week could get any better, but it did. For an hour Thursday evening,
Bob Sprankle, Cheryl Oakes and Alice Barr interviewed me on EdTechTalk. Their Seedlings show airs every Thursday night from 7:30-8:30. I usually listen to it on my iTouch, since that’s when I’m putting the kids to bed, but this time I listened live. I thoroughly enjoyed talking with them. I hadn’t had the opportunity since BLC08. But I had spoken with Alice and Cheryl at the Google Teacher Academy on Tuesday and we spent some time going through the different events of the day. We also spoke some about Universal Design for Learning and how my Center has been working with some local school districts to bring UDL into NJ. I’m honored that Bob, Cheryl and Alice asked me to join them Thursday evening on Seedlings. I hope they’ll consider asking me back.
Friday – I traveled back to Orange Middle School. I worked with students and their teachers for four 80-minute blocks. The classes were all very different. I think the first may have been my favorite as the teacher was actually not there. I had known ahead of time that he was going to be out of the building, but I had wanted to make sure that were able to finish the project, so had offered to work with the students anyway. Did I mention that over half of them did not speak English? I had a great time. They were so welcoming. They were happy to have someone come in who wanted to work with them. I had a webcam with me and we were using the SMARTBoard and the SMART Recorder and they had a blast. We had to do more takes than usual, most likely because of the pronunciation issues, but other than that, I didn’t notice the language barrier. I modeled everything for them and they followed my lead. They were amazing.
The second and third classes were math and reading and we mostly edited. The filming had been done when I was in earlier in the week. But the students were amazed at how easy it was to mute sound, edit out bloopers and add credits to movies.
The last block was a writing class. The students had all written letters to President-Elect Obama and were filming the last of them as I walked in. I sat down with a few of them and modeled how to convert the videos once downloaded from the video camera and then we started bringing them into Windows Movie Maker. From there they really didn’t seem to need me. I was so happy to see that the students were ready to take on projects like this and that the teachers would be able to continue with their plans as the students would be able to implement them.
By the way, my youngest daughter is in the kitchen as I write this asking what grade I teach. My husband is trying to answer her. She’s five.
I can only hope that every week is as rewarding as this one has been. I consider myself very lucky.