Here it is!
It took me nine times of recording after writing out a script... and it is still not PERFECT, but such was one of my take-aways from the combination of my summer professional development.
If I were to do a video for my students, I might use screenr again since it forces me to limit how much I talk. However, I would limit how much I say for my actual audience, the metaphor, instead focusing on monitoring the vocabulary and ESPECIALLY the speed.
Richenda.Petersen
Wednesday, July 31, 2013
Monday, July 22, 2013
WEEK 5: Activity #16 Educational Hot Topics - District Tech Guidelines ("Restrictions") and the "Flipped Classroom"
TEACHER TECH GUIDELINES
I choose the topic on online Teacher Tech
Guidelines/Restrictions/Privacy Rule for protection:
- #1 of myself,
- #2 of our students, and
- #3 of our school and all three above from legal venues.
To ignore the train ride of technology would be ignorant, but the part of me that excites for every new journey has learned that I can ignorantly be taken for a ride. Our school had a schedule of Survey Monkeys swing at us midway through the year regarding teacher-student contact methods, then a quick email towards the end of first semester about communications. Between what felt like a strong warning and the contrasting encouragment of social media through multiple avenues of summer workshops, I want to be sure of the TO-DOs and DO-NOTs in tech, or rather, online media.
W hat I…
THOUGHT
I KNEW
|
WANTED
TO KNOW
|
LEARNED
|
1. Our school has a policy that is not frequently
consulted
2. Other forms of contact outside of the classroom
may push social and legal boundaries
3. Technology almost begs for educators to use it motivationally, esp. considering Voki, Edmodo, GoogleDocs, Prezi, Animoto, Weebly, LiveBinder, but social media is also used by teachers/sponsers for communication
|
1. Our school guidelines
2. Guidelines in educational research or in other
districts
3. How cell phone and social media contact helps
teachers/coaches/sponsors
|
Fully Approved/Dist.
- Endorsed Sites or Applications (Level One):
a)
SharePoint Class Portal
b)
District Internet Faculty Pages
c)
Google sites
d)
WikiSpaces
e)
Moodle
f)
Edmodo
g)
Google
Acceptable,
but not Dist – Implemented (Level 2):
a)
Facebook Fan Page/Group for class/team/activity
(school email contact and do
not friend students)
b)
Twitter
(no following students; for professional
use only)
c)
Evernote, SkyDrive, DropBox and iCloud storage
d)
I-Pads with Google or the above storage
e) Blogger, SharePoint, Edmodo
f)
Linked-In
Use with
Caution (Level 3)
a)
Personal Facebook Accounts
(preferably no friending students, beware of settings, and no HPHS information or logos)
b)
Personal Twitter (Following Students)
Concerns exist for texting students, especially the use of GOOGLEVOICE.
2.
The above guidelines for Dist.
113 were made off of the consideration of Dist. 203 and 128. One of the first Districts with guidelines (in 2011) was El Paso-Gridley
District 11. Here is a summary of
their general communication guidelines (according to Phyllis Coulter, The Pantagraph, September 4, 2011):
#1 The
safest and most protected way for students and teachers to communicate is by
using the district's e-mail. It protects employees by creating and preserving
a record so they don't violate student record laws. It also preserves a
record to prove the actual content of a conversation so the employee's words
are not misconstrued or incorrectly recalled.
#2
Remember that anything an employee would not put in writing on district
letterhead should not be put in a communication visible to students, parents,
or the community.
#3Text
messaging between students and teachers is not a good practice except when
the message is going to a specific group of students, such as a team or club.
Parents/guardians approve, in writing, to have their child's cell number
included in a mass communication list.
#4
Employees can organize an account, such as Twitter, to allow full and
transparent access to group notifications. This enables participants and
parents to be notified quickly via cell phone.
#5 Employees
are not required to supply their cell or home phone numbers to the public.
#6 Text
messages also can be sent through direct e-mail accounts, ensuring a record
of communication is kept in district accounts and preventing employees from
exposing themselves to allegations of inappropriate or illicit conduct.
(c)2011 The Pantagraph
(Bloomington, Ill.) Visit The Pantagraph (Bloomington, Ill.) at
www.pantagraph.com Distributed by MCT Information Services (Coulter, Social
networks getting into classrooms, The Pantagraph, 9/4/2011
3.
Cell
phone and social media in-classroom benefits
a) Quick communication
b) Familiarity of use (and thus, communication)
c) Familiarity of format (no learning curve)
d) Familiarity of format for use in creative assessment
(assuming character roles and producing a fake Facebook page with www.myfakewall.com , or fake Twitter
with www.FakeTweetBuilder.com, or fake event
planning on Pinterest with www.stixy.com )
e) Community building
f) Online, live collaboration
g) Increased appropriate “participation”
h) Chance to teach students about online footprint and its
effect on others
|
SoW hat!?
Because there are so many benefits to social media, and permission for use, I could see how teacher want to use them. However, since I teach students who spend the whole day with me and parents with whom I already communicate often and much legal involvement can pursue, I might make use of a timeline for due dates and activities, or fake Twitter or Facebook pages for assignments, but not necessarily belt out, "Come'n Ride the Train” - Mashup CC License by Yuanan of social media itself!
TOPIC #2 - FLIPPED
WHAT I KNEW - PRINCIPLES
“Flipping a classroom” involves shifting lecture (by way of video instruction) or reading outside of class time in lieu of homework in order to increase independent and active student-led whole group, small group, or independent practice within the classroom/classtime.
“FLIPPING” FINDINGS
PROPOSED BENEFITS
|
POSSIBLE CONCERNS
|
|
* Richenda Petersen’s Concerns
|
THE COIN TOSS ABOUT FLIPPING INSTRUCTION
In the end, the coin toss will say benefits of a “flipped classroom” truly do outweight the negatives IF a teacher is earnest to know his/her students and truly work for response to interventions for good teaching. At that point, the benefits in motivation, self-driven learning and ability to have a size-less classroom will always outweight the learning curve, difficulties, and hiccups. “‘I say keep the flip alive, but lower the volume and think about it like we think about anything,’ [advises Mr. Musallam, an adjunct professor in the college of Education at University of San Francisco]. ‘It's a thing you do in the context of an overarching pedagogy,’ not the pedagogy itself.” With that, I like the idea of beginning with problems, and then asking students to investigate. While I may have SOME flipped lessons with night time reads, I will most likely navigate to video taping some discussions and (legalities or tech guidelines permitting), ask students to critique them on their own during our study hall time here at school.
VIDEOS TO FOLLOW
http://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning.html?quote=2150 (Strong warning to be interesting and provide opening experiments or problems in one’s flip)
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
FLIPPING TWEETS TO FOLLOW
SOURCES CITED
Ash, KAtie. educators evaluate ‘flipped classrooms’: benefits and drawbacks seen in replacing lectures with on-demand video, education weekly, 2012. http://www.edweek.org/ew/articles/2012/08/29/02el-flipped.h32.html
defour, matthew. New ‘flipped classroom’ learning model catching on in Wisconsin schools, wisconsin state journal, the, february 24, 2013. http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=2W64080902653&site=pov-live
‘Flipped classroom’ makes most of hands-on time,” AP REGIONAL STATE REPORT - Indiana, April 25, 2012 http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=35774964a06e4d68a098cc1fab56a7b8&site=pov-live
Flip Your Classroom: Reach Every Student in Every Class Every Day, published in July of 2012 by the International Society for Technology in Education and the ASCD, Published in Print: August 29, 2012, as Educators View 'Flipped' Model With a More Critical Eye, Includes correction(s): September 4, 2012
rhor, monica, Flipped classrooms turning learning around, houston chronicle, October 18, 2012. http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=2W6976025508&site=pov-live
Sunday, July 14, 2013
WEEK 4: Activity #14 Posting in the same PJs in which I attended the K12 Online Conference...
The idea of online Conferences is AWESOME! While most of the time I would relish the idea of nametags, food, and travel, plus the contagious energy (sometimes!), the idea of an online conference meets my "consumer" needs in some ways.
That is, I listened with a critical ear to various presenters or keynotes in the 2012 conference, and if they lost my interest of ethos three times, I stopped watching (that is to say, while the keynote speaker has phenomenal motivation/individualization with the Apollo 13 project, I could not take his diatribe nor cinematography, let alone the idea that a school like D113 would allow multiple weeks of PBIS sans text books.
One presentation which I found interesting was at:
http://k12onlineconference.org/?p=1147
Presenter: Robert Appino
Location: Ho Chi Minh City, Vietnam
Twitter: @rappin01
Twitter: @rappin01
Presentation Description: Some students enjoy speaking up in class while others don’t. This is a potential situation in many classrooms. In what ways then, can we promote more students to share their ideas?
This presentation will briefly introduce research undertaken on face-to-face and virtual discussions and discuss some of the literature involved. Based on the findings, I will also highlight some of the benefits of virtual discussions and provide links for experiment in your classrooms.
If you are interested in the WAY he made use of virtual discussion, Appino does not address the tools used until around 10:04. Furthermore, one would have to turn to links on his paper for actual strategies, or types of discussions. Some of the resources recommended are Google Docs, TitanPad, CollaborizeCLassroom, Twitter, WordPress, or TodaysMeet (the latter in which I successfully and easily participated in a recent workshop but had already forgotten, so I am sure ANYONE might be able to use this site!).
While the presentation was dry, I had a vested interest in the presenter because I worked with mostly Asian students as an International House Resident Assistant in college. Knowing some of the effects of culture on discussion, I was intrigued to see if he would address cultural differences in discussion or if data would transcend cultures merely because students were compared to themselves, but research data was about multiple types of students.
I liked the reminder that not EVERYONE need be the ideal outgoing student nor dominating participant. The world needs us all. I am DEFINITELY going to use Google Docs or Today's Meet sometime this year. It would be nice documentation of their ability if I can manage to do it at the start and end of a unit!
Authentic Voices
Posted by Ginger Lewman on November 1st, 2012
Presentation Description: Come learn about and listen to student voices highlighted on Authentic Voices (http://authentic-voices.wikispaces.com/) a wiki co-developed with a Language Arts teacher and a Technology Integration Specialist at an alternative setting. Authentic Voices is a place where students upload original pieces of writing along with an audio file of them reading their piece. Listen to at least three of the pieces students have composed and learn how students begin to authentically revise their work when creating an audio file of their work. Consider how students begin to see themselves differently as a result of publishing their work online. While Authentic Voices has a global audience (over 60 countries), we do not yet have another classroom that regularly comments on our students’ writing or posts their own writing on this site. Ponder efforts and challenges to finding collaborative classrooms.
Going "digital" and publishing online (on Wikispace... http://authentic-voices.wikispaces.com/) allows students to have authentic audiences. The teacher also uses Twitter or encourages kids to publish online for attention and validation. Students also record their writing with Audacity, often leading to editing (which is not usually done aloud as recommended). It sounds like the teacher was frustrated that there were not enough hits or involvement at the time, so I will check it out. Other places suggested include quadblogging.net (a circle of four circles reading/blogging) or writersclub. I out in a request to join and am going to check this out -- it makes our world bigger and sets some purpose for writing.
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