Personal Listening Devices (PLD's)??

Why should or shouldn’t they be allowed? When and where should they be allowed in school? Should we decide what students listen to? Are PLD’s a distraction to learning or do they assist some learners? How would we monitor what students are listening to? How does listening to music affect student behaviors? Should we have one policy/rule for the building or allow individual teacher discretion? Is there any research that “proves” listening to music increases learning?

My thoughts as of today- (not strong, I could be persuaded) But right now, I would support the absence of PLD's in schools. I have not been convinced of the student learning benefits at this time. Student learning is the main thing and in an attempt to keep the main thing the main thing, I will suggest that students fully engage in the learning experience that we offer and not be "engaged" in whatever learning their PLD is offering.

One site and a few quotes

Classblogmeister.com

We are learning to be literate in new dynamic ways. We have a deeper ability to engage literacy.

We use technology to connect ideas and learners in safe, relevant, authentic ways to answer questions , share ideas, and develop community.

My personal growth as a learner has been exponential as a result of my exploration of technology and connectivity to some of the best and brightest.

If we want people’s intelligence, support, and trust we must welcome them as co–creators.

Change is defeated by anxiety almost every time. In fact the odds against change --even when change is a matter of life and death—are a staggering nine to one.

Most people must engage in a behavior before they accept that it is beneficial; then they see results , and they believe that it is the right thing to do.

A new Blog for me: The Changing Face of Education in Iowa

I just discovered a new blogger from Iowa. His name is Evan Abbey and he works at Heartland AEA. Here is an interesting excerpt from his blog

So, I asked who the head basketball coaches were (they were sitting together on the other side of the auditorium). So I asked them as a group "Do you teach the defensive position? The duck-billed follow through? How to run your offense? And, do you have a sequence of these things?" The answer, yes to all of them... you can't get to the fine details of the motion offense and the half-court trap defense without hitting the building blocks first.

So, then I asked, "Do you teach hustle? Awareness? Improvisation?" One coach who was very interested by this train of thought had a great answer. "Yes, we do, but it's different.""How so?""Well, it isn't cut and dry. It isn't step-by-step teaching, but it's much more coaching. You see it, then you point it out and process it with the kids. Saying, you made an excellent move there that wasn't part of the offense... what did you see? Then the kid answers, and it makes everyone want to do it. And what hustle looks like to the post is different than the wing."

And another coach:"Yeah, and we're never done teaching those things. Up until the last day, you are looking to work on those. And the first day as well."Those are the "21st century skills" of basketball. And, that's what it should be in the classroom as well.You work on things like creativity, analysis, and problem-identification on all days, at all points in the lesson, at all grades. You never stop. You coach them more so than you teach them. You find examples of them in the classroom, point them out, and have kids learn from each other. The skills look different in different situations. But they are absolutely vital to a child's success.

So the answer is, you don't teach 21st century skills before the 20th century. You teach them at the same time, infusing them together.

Hmmmm.....

Sites and one quote

Just a few sites I have been learning from:

Dangerously irrelevant http://www.dangerouslyirrelevant.org/
www.edutopia.org
http://www.youtube.com/watch?v=BHiby3m_RyM Learn to change Change to Learn
www.ceschangelab.org

And one quote: You cannot lead strangers, you can only coerce or bribe them.

Enjoy.

Tony Wagner’s New Book

The title: The Global Achievement Gap doesn’t necessarily catch my attention as a good read, but I am finding it to be an enlightening vision of what high school could be- schools where students are taught to think and be curious. He has observed that the longer our children are in school, the less curious they become. I would contend that they also tend to be less engaged.

One quote from the book from the CEO of Siemens Hearing Instruments:

“If you want young people to be scientists, it’s not how much they can retain but how much they can explore. It’s how you ask the next question. I can look up anything, but I can’t take it to the next level without pushing and exploring. And that’s what I want young people to learn to do. I want them to never stop asking questions.”

The thesis of his book is focused around teaching Seven Survival Skills:

Critical thinking and problem-solving
Collaboration across networks and leading by influence
Agility and adaptability
Initiative and entrepreneurialism
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination

I’ll conclude with one more quote; “but even in the best districts the focus is always on test scores, not student learning. They don’t seem to understand that the two aren’t necessarily the same thing.” Hmmm…..

Few more snippets from Marc Prensky.

Technology should be used to support the students learning on their own. Technology makes it possible to embrace constructivist learning which assumes that children are naturally motivated to learn, read, and write. The role of education is to provide them with the tools and guidance to acquire skills in a developmentally appropriate way in a student driven approach.

Do we help each student find their passion? We can’t just do the same stuff better; we must do different stuff.

How can we get students to pass the tests doing something that they (or we) all enjoy?

Our kids’ education is splitting into “school” and “after school” outside of school students have found a better way to learn. We must engage with students about their learning.

The anology of nouns and verbs. The nouns (tools for education) change, but the verbs (thinking processes) are more constant.

“Video is the new text.” Have you learned from youtube or teachertube yet?

“Phones are the new textbook.” Evaluating students with their own tools.
Open phone tests.

1. Know the right thing to do. 2. Get it done- goal setting. 3. Do it with others. 4. Do it creatively. 5. Constantly seek to do it better.

The world is “birthing” a new person who requires digital tools. Remember it is only technology if it was invented after you were born. Do you still see your TV as technology?

Power Teaching

I listened to Marc Prensky speak twice yesterday about teaching and learning in the 21st Century. One thing that he briefly alluded to was “Power Teaching”. You can find it on youtube at http://www.youtube.com/watch?v=oTwjFHorQhk

Suffice to say that it is an interesting piece on student engagement. The piece emphasizes the ability to compare and contrast and the high level of learning that comes from developing the skill.

Marzano (Classroom Instruction that Works from McRel) advocated Comparison/Contrast skill development as one of the classroom instruction strategies with the highest impact on student learning. What do you think?

From The Web of Life by Fritjof Capra

Interesting book to be included in my class at UNI about leadership and systems change. I have included a few choice parts just to give you a feel for his message.

"We need to revitalize our communities-including our educational communities- so that principles of ecology become manifest in them as principles of education, management, and politics.

During more than three billion years of evolution the planet’s ecosystems have organized themselves in subtle and complex ways so as to maximize sustainability. This wisdom of nature is the essence of ecoliteracy.

Understanding ecological interdependence means understanding relationships. Nourishing the community means nourishing those relationships.

Sustainable patterns of production and consumption need to be cyclical.

Solar energy in its many forms—sunlight, for solar heating and photovoltaic electricity, wind and hydropower, biomass, and so on—is the only kind of energy that is renewable, economically efficient, and environmentally benign.

Economics emphasizes competition, expansion, and domination; ecology emphasizes cooperation, conservation, and partnership.

The survival of humanity will depend on our ecological literacy, on our ability to understand these principles of ecology (interdependence, recycling, partnership, flexibility, diversity—sustainability) and live accordingly."

Survey Results

Back in January I asked the teaching staff to fill out a brief survey to provide feedback to me. Following are the results. Feel free to draw any conclusions and share them with me.

Results of Administrative Survey- 23 responses January 9, 2008

Strongly Agree Agree Neutral Disagree Strongly Disagree
1 2 3 4 5
2.2 When problems arise, the associate principal offers choices for solutions.
2.2 The associate principal provides opportunities for staff to work together.
2.1 The associate principal makes clear what I am expected to know and be able to do.
2.1 The associate principal asks for staff input in enforcing rules and discipline plans.
2.1 The associate principal lets me know my work is appreciated.
2.1 The associate principal encourages me to be innovative in my teaching.
2 The associate principal models the staff development strategies that we are expected to use in our classrooms.
1.9 Teamwork skills are modeled by the associate principal, not just expected.
1.8 It feels safe to express my thoughts to the associate principal.
1.8 The associate principal allows me the opportunity to solve my own problems before offering help.
1.8 The associate principal is an effective communicator
1.8 The associate principal is a self- reflective practitioner who works hard to continually improve in his job.
1.7 The associate principal asks questions that are interesting and connected to our work as a K-12 school system.
1.5 The associate principal interacts positively with staff.


2.3 I let the associate principal know that I appreciate his work.
2.2 I ask questions that are interesting and connected to the learning in our K-12 school system.
1.9 I ask for clarification when I am not sure how our team should proceed.
1.9 I implement staff development strategies in my classroom in meaningful ways to increase student achievement.
1.8 I realize that communication is a two-way street, and I ask questions when necessary to improve communication between staff and administration.
1.7 I strive to be innovative.
1.7 I do my part to make collaborative work successful.
1.7 I respectfully ask questions when I am unclear on what I am expected to know and be able to do.
1.7 I take an active role in supporting school rules and discipline plans.
1.6 When problems arise, I am willing to consider different options for solutions.
1.5 I am a self-reflective practitioner who works hard to continually improve in my job.
1.5 I make it safe for the associate principal to express his thoughts to me.
1.3 I interact positively with the associate principal.
1.3 I accept the responsibility for helping to solve problems in my classroom.

Coach Thomas

Coach Ed Thomas from Aplington-Parkersburg High School spoke at the Wartburg Chapel over the weekend. He shared several bible references, but this one stuck with me:

1 Timothy 4:12
Don't let anyone look down on you because you are young, but set an example for the believers in speech, in life, in love, in faith and in purity.

It represents how Coach Thomas empowers his students and players.

The Influencer

This blog is worth the time to read today: http://thefischbowl.blogspot.com/2009/02/great-reset-crisis-in-k-12-education-is.html

I have been reading The Influencer: The Power to Change Anything by five authors. It has aligned interestingly with our CORE activity about Talent and deliberate practice. It actually refers to “deliberate practice” and the researchers behind the label. The book also refers to Carol Dweck’s work on fixed and growth mindsets. It’s like things just line up sometimes. The work that intrigues me the most is the Delancey Street Foundation and its success in taking thieves, prostitutes, druggies, and other criminals and helping them become contributing workers. So my train of thought is if someone out there can do it then we can to.

Postville Visit

Just a couple notes and pics of what I learned during my participation in the DE Site visit in Postville. But first thanks to all for covering for me in my time away learning.

Postville's k-8 school has more Hispanic students than white students, yet the high school has only about 18% Hispanic.

There are only two jewish students that go the the public school. The Jewish Community has their own "school" with about 100-150 students. We toured the Jewish school. This pic is of the boys' part of the school. The boys have male teachers and the girls have female teachers. Their classrooms are on separate floors of an old hospital building. The average class size is around 6.

The follwoing pic is a sketch by one of the senior Hispanic studnets.

It was an interesting and rewarding three days of learning with some great people both at Postville and from the local AEA and the Dept. of Ed.

Face to Face, too

Many of you have indicated a desire to discuss this issue "face to face". I assure you that we will make time to discuss it as a staff.

This blog is a beginning that allows everyone the opportunity to be heard and gives us all a reason to learn from each other- about our opinions and about the technology of collaboration. It also helps with the time issue of finding enough time to collaborate as a staff. But it will not replace group discussions in person.

Another interesting aside, the blogging also presents an opportunity for us to continue developing as writers as we "think on paper" about genuine issues that matter to us. Enjoy the experience.

Cell Phone Policy Revision?

The student senate has presented us a possible revision and their thoughts about the policy and the process of change here at W-SR High School. Following is what they are proposing. Please read and respond. Thank you.

Electronic Device & Cell Phone Policy Review Committee

The Electronic Policy Review Committee was formed by the W-SR Student Senate to assess the current Electronic Devices & Cell Phone Policy of Waverly-Shell Rock Senior High School and recommend ways to update the school’s policy to respond to the integration of technology in today’s society.

Current W-SR Electronic Device & Cell Phone Policy (W-SR Student Handbook ‘08)
Electronic devices such as cell phones, I-pods, blackberries, portables (DVD, cassette, or radio) headset and other such devices and the use of, are prohibited.
Cell phones may be kept in lockers with the devices turned off.
A student in violation of the electronic device/cell phone policy will receive two (2) detentions and a parent will need to pick up the device at the High School Office.

Committee’s Research, Input, and Findings
The committee took input from various sources on possible policy changes including student, teacher, administrator, other school districts, and journal research on this topic.
Students were in favor of a change to the policy which has become outdated. Students offered ideas of policy revisions including: Cell phone use between classes, during lunch, during study hall, and/or assessing the punishment. Students also responded with a desire to use personal audio devices (IPods, MP3 players, etc) during study hall as a way to focus and/or relax. Students feel that carrying their cell phones and audio devices with them is more secure.
A teacher email was sent out that received little response regarding the subject. Teachers who did comment expressed concern for loosening restriction too much regarding cell phone policy. Many teachers when asked about their opinion on the cell phone policy admitted to it being outdated. Study Hall Supervisors also were asked their opinion about the use of personal listening devices during study hall. They commented that they thought that personal audio device usage would be acceptable as long as they were not disruptive.
Through communication with students and faculty of other schools and an article in the Des Moines Register, information was collected on other school’s policies and their assessment of their effectiveness. The Des Moines Register Article specifically was about a school whose cell phone policy allows for students to carry cell phones and use them between classes and during their lunch period. The article mentioned that teachers and administrators thought that the cell phone policy was effective at addressing the current issue of integrating technology in the real world, while still providing for a learning environment. A student from a school in the Cedar Rapids area was also asked about their personal audio device policy. They commented that they were allowed to use personal audio devices during study hall and also teachers could permit the use of audio devices during work time in their classes.

Summary of Proposal
The proposal that the Waverly-Shell Rock Student Senate has developed incorporates various aspects of various policies.
The main points that are included in our proposal are:
Ø Cell phone use between class periods
Ø Use of personal audio listening devices during study hall
Ø Revision of the electronic device carrying policy
Ø Increased student accountability for actions
Ø An Increase in Punishment for Policy Violation
Benefits from Proposal
The Waverly-Shell Rock Student Senate Electronic Policy Review Committee sees many benefits in revising the cell phone policy.
These benefits include:
Ø Increases student responsibility by making the student more accountable for their action with more freedoms and harsher penalties. By requiring students to pick up device from office, it makes them accountable for their own actions. It will help students learn how to responsibly possess a cell phone in society
Ø A reduction in hidden phone usage during class by allowing students a time to use their cell phones during passing. Discourages classroom use with stricter policy.
Ø Integrating technology will keep our school current with the technology advancements of the new millennium. With nearly 90% of students owning a cell phone and/or personal audio device, this technology could be utilized in a learning environment to teach students about the etiquette of phones, demonstrate social networking, research, or even connect with other students from around the world.
Ø Use of cell phone applications like calendars can be utilized to help students stay organized and eliminate paper consumption in planner production in future years.

Proposal for Revised Electronic and Cell Phone Policy
Use of electronic devices such as cell phones, blackberries, I-pods, MP3 players, portable (DVD, CD, cassette, or radio) devices, and other such devices and the use of are prohibited during class.
Personal audio listening devices (I-pods, MP3, and walkman; excluding cell phones with music capabilities) may be used with approval from study hall supervisor during study hall for personal listening. The device may only be used during study hall and should be kept off for all other class periods. Use during other times of the day will result in three (3) detentions, parent notification of policy violation, and confiscation of item. The item may be picked up by the student at the High School Office.
Cell phone use is prohibited during class periods of the school day. Cell phones may be used between class periods in the hallways. Students will be allowed to carry their cell phones with them to class but cell phones may not be heard or used during class periods. Cell phone use may not be used as an excuse for tardiness to a class and may not be used during class. If a student’s cell phone rings or is used during class, it will be confiscated, the student will receive three (3) detentions, parents will be notified of policy violation, and the student will need to pick up the cell phone from the High School Office at the end of their school day.
A student in violation of the electronic device/cell phone policy will receive three (3) detentions, parent notification of policy violation, and the student will need to pick up the device at the High School Office.
Recommended Plan of Action
The Electronic and Cell Phone Policy Committee of the Student Senate recommends the adoption of these policy amendments. The committee recommends that the policy amendments be formally presentation to the High School Administrators for review, critic, and assessment. Furthermore, the policy should be presented to faculty at a Staff In-Service Meeting for staff input. The policy would be presented to the High School Student Body at a General Assembly and/or gone over in CORE group, but an assembly preferred. The committee recommends the policy should be put on a ‘trial run’ for a two week period with assessment of policy following this trial period to determine if the policy is adequate and should be adopted into the student manual.
Additional Thoughts:
Camera phones/locker rooms policy
Harassment policy
Notification of Privilege (like in HB section for Lounge)
Possible issues and how we are addressing them

Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns

This is the title of a new book I'm reading that speaks to the promise of technology in helping us teach in new ways.

This is what one expert had to say about the book.

"Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms,' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders of the status quo, even though it's necessary and right for our kids. We owe it to them to make sure this book isn't merely a terrific read; it must become a blueprint for educational transformation." --Joel Klein, Chancellor of the New York City Department of Education

A couple of parts that I noted:
Definition of intelligence: 1. The ability to solve problems that one encounters in real life. 2. The ability to generate new problems to solve. 3. The ability to make something or offer a service that is valued within one's culture.

Are we teaching students to do these three things?

Technology enables us to offer education "any time, any place, any path, any pace"

What can we do to maximize learning using technology to match student learning styles and engaging students?

Uncle Mark's Almanac http://unclemark.org/ was mentioned in Bit Literacy. I encourage you to check it out. Not much that applies directly to teaching, but it's an interesting collection of techie stuff and some other odds and ends.

Monday morning and post #2. Over the weekend I have been reading a little book called Bit Literacy. The basic thesis of the book is that all the bits of information that we now receive are causing us stress and loss of productivity because we have not learned the technology and discipline to assist us in managing all this information. The author is Phil Terry and his company's website is www.creativegood.com

A couple of things that I am going to explore are the use of a Dvorak keyboard (supposedly more efficient and easier) and a few of the organizational suggestions he makes. For instance he advocates clearing your email to ZERO each day by filing and deleting. He also advocates a specific filing system and that we begin to think of the information coming in as our "media diet" and that we need to consciously decide what we consume.

Did you know that you can type some math into the google search bar and get a calculation and calculator?

The beginning

OK, I have taken the first step. I hope that this blog will become a collaboration among learners as we strive to integrate technology and meet the learning styles of our students.

Let me begin by directing you to two sites of interest. First a blog by Karl Fisch the creator of "Shift Happens" a popular YouTube video about technology and the future. If you like "Shift Happens" then I suggest viewing "20/20" also. His blog site is: http://thefischbowl.blogspot.com/

Karl Fisch is the Tech Coordinator at Arapahoe HS in Colorado.

There is also a Wartburg Connection at Arapahoe this semester. Randon Ruggles is student teaching in the English department. Randon was a student tech ass't at Wartburg. He is blogging about his student teaching experience. His blog is http://fiftynineminutes.blogspot.com/