During the post conference I felt a bit uncomfortable since it was my first time conducting a full clinical observation as an interning supervisor. I had a difficult time playing the role of supervisor. I have always enjoyed coaching in other facets, but feel as though in this environment it is more difficult since I do not feel expert enough to make professional unbiased judgments as a supervisor. However, I do think that supervision/mentoring will become easier and occur more naturally over time through increased experiences. I specifically wanted to meet in the Mr. B’s classroom since it would be on the teacher’s turf and help to establish a level of comfort for him. We sat face to face in student desks to begin our post observation discussion. Our dialogue began as I asked if he felt as though he met his lesson objectives. Mr. B responded with a yes and began to explain. We then moved onto discussing each component of his lesson, Mr. B. seemed comfortable about discussing his strengths and weaknesses, although he began to fidget in his chair as our discussion continued. I think it was more about the small chair than being emotionally uncomfortable.
The conference began easily, however, I could have been more direct and clear about the lesson observation content. I didn’t believe that my discussion started well since Mr. B. was unsure of which lesson that we were speaking of. I needed to present my observation notes to open our conversation and remind him which lesson that we were currently reviewing. When asked about his objectives, Mr. B. responded with “Which lesson are you referring to?” Once clarification was made, we could then move forward. I found myself reflecting or echoing back to Mr. B. for clarification. I have learned and practiced the skill of reflective listening and try to practice it often. I specifically spent time asking questions about his type of formative assessments and how it was used to analyze student progress. I wanted to find out just how Mr. B. uses it to motivate and push students to self evaluate. He uses ongoing observations to collect data about student progress and learning.
Mr. B. provides students with open ended activities where student creativity and individuality is fostered. He gives students the opportunity to improve upon individual understanding, skills and knowledge. I found this to be one of his biggest strengths.
Throughout the post observation conference, I felt that I provided feedback that was positive, and also made simple suggestions for simple instructional practices that Mr. B. felt as areas of weakness. He stated that he is not the most organized and tries to stay on top of providing his students with daily lesson objectives and desired outcomes, but admitted to not doing such a good job of it. I suggested using planning templates and an area designated in the classroom for the display of goals and objectives. Mr. B. also discussed the uniqueness of CASA and how curriculum design is tricky since there are repeating students and they all remain in the same classrooms. He could potentially see one student for four consecutive years. I found this to be an area for growth and discussed scaffolding the core content and learning activities. I will be giving this instructional/curriculum development challenge more consideration for areas of revision.
The conference was definitely one of a more collaborative feel on my end. I tried to encourage Mr. B. to continue his instructional strategies since they worked to motivate students to work cooperatively to produce specific musical improvisational compositions. In asking more probing type questions, I felt that Mr. B. was able to find solutions for many of his own areas of need. It was my goal to lead him to the possible strategies that he could try in order to evolve and strengthen his weaknesses. I had some ideas as to what could help and suggested them. I will support him in trying to accomplish his goals to be more organized. Some things that we are working on as an entire staff is creating a customized curriculum with student learning map templates. I hope to assist with this during the year. I felt that this conference was more collaborative in nature and it served as a reinforcing or encouraging conversation. Mr. B. seemed very satisfied with my feedback, but I want to be more specific about areas of strength and need. I also think that the conference could have been more concise. I will keep working on how I provide feedback as well as ask probing questions.
10/3/09
Classroom Seating Arrangements
Seating arrangements within classroom environments will vary from room to room and content to content. Since my school experience is going to be different, it will be exciting to observe how flexible arrangements effect levels of student engagement, collaboration, communication, productivity, learning and achievement. The Capital Area School for the Arts is a high school Arts school that focuses primarily on the Liberal Arts. The intensive high school level classes focus primarily on Music, Art, Video Production, Dance and Theater. Each classroom is very spacious and uniquely designed for it's content area. The Art room is very spacious with good natural lighting. It is arranged with large easels and several small groups of tables for student activities. These tables are used for collaborative learning activities and the easels are for independent Art activities. The teacher's desk is set in the far right back corner of the room. It is not a focal point in the room. Students are able to move freely around the room after direct instruction takes place. All activities are student centered, but very independent in nature at this time of the year. As the school end of the year performance is developed by the students, collaboration on the production's set will begin. The room was also equipped with a teacher's computer and three student computers and a printer.
I observed a dance class where there was a large dance floor and mirrored walls. There was a smaller location for 5 small rectangular tables with chairs and a small dry erase white board for direct instruction. Again, the teacher's desk was in a back corner and obviously not an important fixture for learning. The large dance floor was where active student learning took place. Students sat comfortably on the floor while the dance teacher instructed and then became involved in dance demonstrations and skill practice. Every student was completely engaged in the learning activities planned for the day. If only every content area could be so engaging and motivating. There was a teacher's computer, but no evidence of student computers in the room.
As I moved from the Dance room to the Video Production room, I found students moving freely around the halls into their respective classes. The Video room was arranged with 27 IMACs placed around the perimeter. There was a teacher station with an LCD projection and large white screen for instruction and student presentations. Students were assigned seats since they worked on the same computer for the entire year. There room was spacious and very easy to move around. I did not see tables for collaboration, but students were allowed to move to collaborate.
and share. Every student was engaged in their learning experiences while working on technology integrated projects.
Movement in the classrooms and halls of this new building is very flexible. Since there are only 75 students in the am and another 75 in the pm, it allows for a more intimate type atmosphere. Students are very well behaved and respectful. They are there because they choose to be. They are dedicated to their passion in the Arts. The atmosphere is very positive and uplifting. Teachers are very flexible and seem to practice a wide range of instructional practices. Most classes are very student centered. Students express themselves through their work in Art, Dance, Theater, Video Production, Song, and Music. The building is filled with the sounds of authentic learning. This small urban based school is not typical in any form. It is not typical at all. For more detail about the school, visit their school here http://www.casa-arts.org/. I am so excited to be working in such a unique school system. This will be a uniquely different experience, but I believe that it will allow me to think, learn and grow outside of the box.
Since staff is very experienced in their subject areas, I feel that it is a true learning environment. I did not see much as technology integration in many of the classes. I hope to make some recommendations with my ITS background and get some of the staff excited about using some online tools as well as digital cameras, microphones and recording devices. Some of these kids can really play their instruments beautifully. I don't see the seating arrangements as any type of concern since it really is not a focal point in any of the classrooms. It will be interesting to see how the room arrangements change as time goes on.
I observed a dance class where there was a large dance floor and mirrored walls. There was a smaller location for 5 small rectangular tables with chairs and a small dry erase white board for direct instruction. Again, the teacher's desk was in a back corner and obviously not an important fixture for learning. The large dance floor was where active student learning took place. Students sat comfortably on the floor while the dance teacher instructed and then became involved in dance demonstrations and skill practice. Every student was completely engaged in the learning activities planned for the day. If only every content area could be so engaging and motivating. There was a teacher's computer, but no evidence of student computers in the room.
As I moved from the Dance room to the Video Production room, I found students moving freely around the halls into their respective classes. The Video room was arranged with 27 IMACs placed around the perimeter. There was a teacher station with an LCD projection and large white screen for instruction and student presentations. Students were assigned seats since they worked on the same computer for the entire year. There room was spacious and very easy to move around. I did not see tables for collaboration, but students were allowed to move to collaborate.
and share. Every student was engaged in their learning experiences while working on technology integrated projects.
Movement in the classrooms and halls of this new building is very flexible. Since there are only 75 students in the am and another 75 in the pm, it allows for a more intimate type atmosphere. Students are very well behaved and respectful. They are there because they choose to be. They are dedicated to their passion in the Arts. The atmosphere is very positive and uplifting. Teachers are very flexible and seem to practice a wide range of instructional practices. Most classes are very student centered. Students express themselves through their work in Art, Dance, Theater, Video Production, Song, and Music. The building is filled with the sounds of authentic learning. This small urban based school is not typical in any form. It is not typical at all. For more detail about the school, visit their school here http://www.casa-arts.org/. I am so excited to be working in such a unique school system. This will be a uniquely different experience, but I believe that it will allow me to think, learn and grow outside of the box.
Since staff is very experienced in their subject areas, I feel that it is a true learning environment. I did not see much as technology integration in many of the classes. I hope to make some recommendations with my ITS background and get some of the staff excited about using some online tools as well as digital cameras, microphones and recording devices. Some of these kids can really play their instruments beautifully. I don't see the seating arrangements as any type of concern since it really is not a focal point in any of the classrooms. It will be interesting to see how the room arrangements change as time goes on.
10/1/09
8/24/09
School Culture and Effective Leadership
A positive school culture must be created and cultivated in order for reform to take root and grow. A culture can make or break school reform initiatives.
"Schools with toxic cultures lack a clear sense of purpose, have norms that reinforce inertia, blame students for lack of progress, discourage collaboration, and often have actively hostile relations among staff. These schools are not healthy for staff or students." (National Staff Development Council, JSD Summer 2002) School culture that is negative will have detrimental effects on student learning and achievement. Students deserve leadership that seeks to build positive school culture through ongoing, collaborative, and trusting school community relationships. As stated by Barth (2006), "Probably the most important and most difficult job of the school-based reformer is to the change the prevailing culture of a school.(Fullan, p. 159)" School cultures are resistant to change, but effective leaders know how to create the desire for change within difficult environments. Positive school cultures foster school environments that are responsive to the diverse needs of all students. They promote supportive environments where professional development opportunities are valued and welcomed. Shared efforts are sought after to assist with decision making and planning of effective reform practices. Positive school cultures cultivate a passion for life-long learning within all of its members. "If the first major purpose of school is to create and provide a culture hospitable to human learning, the second major purpose of a school is to make it likely that students and educators will become and remain life-long learners."(Bart,p.167) Schools must not only focus on standardized test results, but the true development of their students as life-long learners. I hope to cultivate this type of atmosphere within the school that I will be working this year.
How has what you have learned so far in the course shaped your concept of an effective leader?
Effective school leaders are people who can work collaboratively with others to establish a positive school culture and climate. They are focused on creating a school foundation grounded in student learning and success. Effective leaders know how to communicate effectively in order to mobilize others in the pursuit of academic and professional excellence. As a leader, I will strive to act as a leader who not only talks the talk, but walks the walk as well. I will keep Kouzes' and Posner's five characteristics of exemplary leadership as a set of principles to work from while establishing my role as a innovative and effective leader.
- Model the way
- Inspire a shared vision
- Challenge the process
- Enable others to act
- Encourage the heart
Successful leadership presents many challenges, but met with someone who is committed to educational reform and educating all children, it can be reached. Leaders must speak from the heart and a set of core values and guiding principles. Leaders are pioneers and will most often step out on the limb for the sake of establishing innovative reform efforts. They strive for personal and professional learning, growth and improvement. There are many hats that leaders must wear, but with integrity, honesty, and humility, they will find success in whatever they do. As a true educational innovator, I will continue to lead by modeling effective instructional practices as well as in my continued passion and dedication to student learning and 21st Century educational reform efforts. I take my educational oath very seriously. I will continue to stay true to my personal and professional convictions and values in providing the ongoing necessary support for productive 21st Century community learning environments.
Resources
The Jossey-Bass reader on educational leadership By Jossey-Bass Inc, Michael Fullan
"Schools with toxic cultures lack a clear sense of purpose, have norms that reinforce inertia, blame students for lack of progress, discourage collaboration, and often have actively hostile relations among staff. These schools are not healthy for staff or students." (National Staff Development Council, JSD Summer 2002) School culture that is negative will have detrimental effects on student learning and achievement. Students deserve leadership that seeks to build positive school culture through ongoing, collaborative, and trusting school community relationships. As stated by Barth (2006), "Probably the most important and most difficult job of the school-based reformer is to the change the prevailing culture of a school.(Fullan, p. 159)" School cultures are resistant to change, but effective leaders know how to create the desire for change within difficult environments. Positive school cultures foster school environments that are responsive to the diverse needs of all students. They promote supportive environments where professional development opportunities are valued and welcomed. Shared efforts are sought after to assist with decision making and planning of effective reform practices. Positive school cultures cultivate a passion for life-long learning within all of its members. "If the first major purpose of school is to create and provide a culture hospitable to human learning, the second major purpose of a school is to make it likely that students and educators will become and remain life-long learners."(Bart,p.167) Schools must not only focus on standardized test results, but the true development of their students as life-long learners. I hope to cultivate this type of atmosphere within the school that I will be working this year.
How has what you have learned so far in the course shaped your concept of an effective leader?
Effective school leaders are people who can work collaboratively with others to establish a positive school culture and climate. They are focused on creating a school foundation grounded in student learning and success. Effective leaders know how to communicate effectively in order to mobilize others in the pursuit of academic and professional excellence. As a leader, I will strive to act as a leader who not only talks the talk, but walks the walk as well. I will keep Kouzes' and Posner's five characteristics of exemplary leadership as a set of principles to work from while establishing my role as a innovative and effective leader.
- Model the way
- Inspire a shared vision
- Challenge the process
- Enable others to act
- Encourage the heart
Successful leadership presents many challenges, but met with someone who is committed to educational reform and educating all children, it can be reached. Leaders must speak from the heart and a set of core values and guiding principles. Leaders are pioneers and will most often step out on the limb for the sake of establishing innovative reform efforts. They strive for personal and professional learning, growth and improvement. There are many hats that leaders must wear, but with integrity, honesty, and humility, they will find success in whatever they do. As a true educational innovator, I will continue to lead by modeling effective instructional practices as well as in my continued passion and dedication to student learning and 21st Century educational reform efforts. I take my educational oath very seriously. I will continue to stay true to my personal and professional convictions and values in providing the ongoing necessary support for productive 21st Century community learning environments.
Resources
The Jossey-Bass reader on educational leadership By Jossey-Bass Inc, Michael Fullan
7/30/09
Authentic Unheroic Leadership - Week 3
How has what you've learned so far in this course shaped your concept of an effective leader?
Over the past several weeks I have learned a wealth of valuable information about authentic administrative leadership. It is amazing to me that I was thinking many of the concepts mentioned in Burrello and Fullan. The passages about trust, honesty and integrity really hit home with me. I have always taken integrity seriously in every aspect of my life. Without integrity and honesty, you may lead a personally unfulfilled life. A person may go far professionally, but continue to search for something to fill the void where the lack of honesty and integrity has left the gap. People that lack both qualities, lead with ego not core beliefs. I have encountered many of these types of administrators that are not effective and normally face staff resistance and low staff and student morale. Administration that does not see the value in community involvement and others knowledge, skills and wisdom, risk constant conflict and resentment. If value is only placed on one's own ideas and initiatives, schools change or reform will most often not occur quickly or at all. In order to breed trust, honesty, respect, and loyalty, one must practice display and model these qualities as well. As a teacher, I have always communicated with students my relationship philosophy, "you get what you give" and this is a philosophy that I truly believe in and live by. If you give respect and practice honesty, integrity and loyalty, you will get in return. Authentic leaders, lead by example and use the unheroic skills to build a highly motivated transformative school community. Reculturing takes more than just a shared vision but a shared set of personal core qualities and beliefs.
Over the past several weeks I have learned a wealth of valuable information about authentic administrative leadership. It is amazing to me that I was thinking many of the concepts mentioned in Burrello and Fullan. The passages about trust, honesty and integrity really hit home with me. I have always taken integrity seriously in every aspect of my life. Without integrity and honesty, you may lead a personally unfulfilled life. A person may go far professionally, but continue to search for something to fill the void where the lack of honesty and integrity has left the gap. People that lack both qualities, lead with ego not core beliefs. I have encountered many of these types of administrators that are not effective and normally face staff resistance and low staff and student morale. Administration that does not see the value in community involvement and others knowledge, skills and wisdom, risk constant conflict and resentment. If value is only placed on one's own ideas and initiatives, schools change or reform will most often not occur quickly or at all. In order to breed trust, honesty, respect, and loyalty, one must practice display and model these qualities as well. As a teacher, I have always communicated with students my relationship philosophy, "you get what you give" and this is a philosophy that I truly believe in and live by. If you give respect and practice honesty, integrity and loyalty, you will get in return. Authentic leaders, lead by example and use the unheroic skills to build a highly motivated transformative school community. Reculturing takes more than just a shared vision but a shared set of personal core qualities and beliefs.
7/25/09
Transformational Leadership - JHU Week 2
• How do you define transformational leadership based on your reading?
Transformational leadership is an adaptive process in which school communities work together to build a cohesive understanding and collaborative actions to ensure the attainment of the school’s purpose, collective goals, and shared vision through the development and sustainability of a successful learning environment thereby promoting and supporting highly personalized, differentiated, student-centered, self-directed, educational learning experiences for all of its members.
• How can transformational leadership impact the way an administrator leads a school?
In order for administrators to lead a school community into a 21st Century reculturing, it is critical for them to create a democratic professional bureaucracy within the school environment. He or she must consider the collective intelligences of all school members and stakeholders. It is up to the administrator to identify how each school agent plays an essential role in student learning, achievement and success. An administrator will not lead anyone anywhere if he or she can not enroll others in the school’s shared vision and purpose. Through open dialogue and collaborative discussions, an administrator can begin to educate school community members to promote understanding of the school’s core values, purposes and vision. By allowing stakeholders ownership of a collective plan, they will more willingly enroll and openly commit to steps in moving their school forward. Administrators need mobilize people to accomplish tasks. A team concept is necessary for school and student success to be achieved.
Within the transformational leadership concept there are five linked attributes that are significant in fostering school environments that have the capacity to change. There is a true need for diverse interrelationships that can co-evolve through rigorous interchanges. Relationships between students and teachers, teachers and departments, departments and school and so on can heighten the level of communication and foster an environment where growth flourishes. A school can capitalize on its own diversity promote and support global awareness, understanding, tolerance, and relationships. Diversity is a school asset not a hindrance, and most often it is not seen in this way.
School environments should also be nonlinear in nature as change will become more rapid and innovative in these types of environments. Interactions in nonlinear environments are multidirectional and mutual and are key catalysts for transformation of student-centered schools. Through richer, diverse, more unstable learning conditions there is more potential for continual growth and learning to occur. Status quo mentalities and environments do not promote the necessary change or growth for effective learning to take place.
Student and teacher learning must also be given the opportunity to be more independent in nature. Student centered classroom environments allow for rich self-generated and self-guided learning opportunities. Assuming responsibility for ones own learning will attract a real desire to learn and grow. Promoting independent learning will foster growth and ultimately achieve the shared vision and goals. Administration, at any level, should support the continual school improvement towards district benchmarks, values, vision, goals and core technologies. (Burello, p. 41)
• How can transformational leadership impact the school administrator as he/she leads integrating technology with instruction?
As an administrator develops a continuous 21st Century transformation, they must take into consideration time and resource availability. Technology can assist with the overall democratic practice in sharing information with school community stakeholders. Innovative collaborative online networks could open up more dialogue and discussions about the school vision, goals, needs, accomplishments and overall progress. Technology can also make meeting synchronously or asynchronously much easier. Everyone can contribute at their own pace or conviction. The network can enhance open communications and build trust within the community. Administrators must be proactive in their own learning and need to develop skills to be superior users of innovative technologies. While modeling how to integrate these tools into real world situations, administrators will lead others to do the same. They can empower teachers to build open communications and create more democratic diverse learning communities within their own classrooms. It only takes a few teachers, parents and students to become excited about connecting, collaborating and sharing to create an environment that begins to inspire others behave the same.
Transformational leadership is an adaptive process in which school communities work together to build a cohesive understanding and collaborative actions to ensure the attainment of the school’s purpose, collective goals, and shared vision through the development and sustainability of a successful learning environment thereby promoting and supporting highly personalized, differentiated, student-centered, self-directed, educational learning experiences for all of its members.
• How can transformational leadership impact the way an administrator leads a school?
In order for administrators to lead a school community into a 21st Century reculturing, it is critical for them to create a democratic professional bureaucracy within the school environment. He or she must consider the collective intelligences of all school members and stakeholders. It is up to the administrator to identify how each school agent plays an essential role in student learning, achievement and success. An administrator will not lead anyone anywhere if he or she can not enroll others in the school’s shared vision and purpose. Through open dialogue and collaborative discussions, an administrator can begin to educate school community members to promote understanding of the school’s core values, purposes and vision. By allowing stakeholders ownership of a collective plan, they will more willingly enroll and openly commit to steps in moving their school forward. Administrators need mobilize people to accomplish tasks. A team concept is necessary for school and student success to be achieved.
Within the transformational leadership concept there are five linked attributes that are significant in fostering school environments that have the capacity to change. There is a true need for diverse interrelationships that can co-evolve through rigorous interchanges. Relationships between students and teachers, teachers and departments, departments and school and so on can heighten the level of communication and foster an environment where growth flourishes. A school can capitalize on its own diversity promote and support global awareness, understanding, tolerance, and relationships. Diversity is a school asset not a hindrance, and most often it is not seen in this way.
School environments should also be nonlinear in nature as change will become more rapid and innovative in these types of environments. Interactions in nonlinear environments are multidirectional and mutual and are key catalysts for transformation of student-centered schools. Through richer, diverse, more unstable learning conditions there is more potential for continual growth and learning to occur. Status quo mentalities and environments do not promote the necessary change or growth for effective learning to take place.
Student and teacher learning must also be given the opportunity to be more independent in nature. Student centered classroom environments allow for rich self-generated and self-guided learning opportunities. Assuming responsibility for ones own learning will attract a real desire to learn and grow. Promoting independent learning will foster growth and ultimately achieve the shared vision and goals. Administration, at any level, should support the continual school improvement towards district benchmarks, values, vision, goals and core technologies. (Burello, p. 41)
• How can transformational leadership impact the school administrator as he/she leads integrating technology with instruction?
As an administrator develops a continuous 21st Century transformation, they must take into consideration time and resource availability. Technology can assist with the overall democratic practice in sharing information with school community stakeholders. Innovative collaborative online networks could open up more dialogue and discussions about the school vision, goals, needs, accomplishments and overall progress. Technology can also make meeting synchronously or asynchronously much easier. Everyone can contribute at their own pace or conviction. The network can enhance open communications and build trust within the community. Administrators must be proactive in their own learning and need to develop skills to be superior users of innovative technologies. While modeling how to integrate these tools into real world situations, administrators will lead others to do the same. They can empower teachers to build open communications and create more democratic diverse learning communities within their own classrooms. It only takes a few teachers, parents and students to become excited about connecting, collaborating and sharing to create an environment that begins to inspire others behave the same.
6/8/09
JHU - Week 2 Reflection - Act. 4
Now that you have a good sense of the types of online activities and the rhythms of an active participant, what steps will you take to be successful in this program?
As an active participant in the JHU Program, I will strive to do my best in the online activities and communications. I will make sure to use my Outlook calendar and itouch to stay up-to-date with all activities, assignments and expectations.
How will you be a contributing member of your team? How will team activities impact your time management?
As a team member, I hope to contribute reliable, relevant and useful information and resources to teammates. I will make sure to read and respond to comments, perspectives and ideas with support and open mindedness. I am excited to learn from others and will take back a wealth of information by connecting, communicating and collaborating with others from around the globe.
What have you learned about your communication style? How will this impact you as an online learner?
After taking the communication style inventory, I found that I am a "feeler" communicator. The characteristics for Feelers fit me perfectly. I agree with the description and count on my communication style to assist me with effectively communicating and contributing to group discussions and activities.
Where do you still need additional support?
I am fine at this point and do feel that I need further support. I am so excited to be getting started with this program and learning from others expertise and experiences and sharing mine as well.
As an active participant in the JHU Program, I will strive to do my best in the online activities and communications. I will make sure to use my Outlook calendar and itouch to stay up-to-date with all activities, assignments and expectations.
How will you be a contributing member of your team? How will team activities impact your time management?
As a team member, I hope to contribute reliable, relevant and useful information and resources to teammates. I will make sure to read and respond to comments, perspectives and ideas with support and open mindedness. I am excited to learn from others and will take back a wealth of information by connecting, communicating and collaborating with others from around the globe.
What have you learned about your communication style? How will this impact you as an online learner?
After taking the communication style inventory, I found that I am a "feeler" communicator. The characteristics for Feelers fit me perfectly. I agree with the description and count on my communication style to assist me with effectively communicating and contributing to group discussions and activities.
Where do you still need additional support?
I am fine at this point and do feel that I need further support. I am so excited to be getting started with this program and learning from others expertise and experiences and sharing mine as well.
6/1/09
JHU / ISTE Cohort Post
I just started my coursework for Johns Hopkins University /ISTE Admin and Supervisory Certificate program. I just spent the past hour or so completing assignments and posting to the discussion forum inside the ELC system. I feel very comfortable with ELC and look forward to using it to complete my course requirements. I only have one concern about the online learning and that would be completion of assignments over the course of one year. I have never taken so many courses in a year so I hope it's not too difficult. I never mind hard work since it pays off in the end. I am excited about my learning opportunities and professional growth as well.
5/22/09
Real Time Reading Collaboration
I just wanted to share this tool again since it is now working with another incredible Web 2.0 tool. If you go to the Project Gutenberg, you can find thousands of online texts for download. One of the best comprehensive databases of online text that I have ever seen. Once you download the desired books or text, you can open and create an account at BookGlutton and read them online with your friends. As you read you can chat and annotate together. Discuss parts of the text, read at your own pace, summarize together. Together, these two tools are so powerful. They not only allow students the opportunity to connect and share with others reading similar content, but collect and return to their content and annotations at any time. Think about the study groups that could be created with these tools. At BookGlutton you can also write and publish your own works. Imagine editing works together at any time. The learning and creating will go on after school hours. Truly amazing learning at its highest level.
5/6/09
Book Glutton
You have to check this one out. It's called Book Glutton. Bookglutton.com. You can read online. Embeddable books and annotate and chat with members and people that you invite to read along with you online. Wonderful tool for education.
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Book Glutton
One of the better book sites out there! Visit Book Glutton and register to read books online with others. Chat and annotate together. Talk about a better experience in reading, this is truly one of the best aps that I have seen in a long time! A must see if you are trying to read difficult texts like Shakespeare, thrillers like Steven King and many more. This site can only go up. Oh and did I mention, you can embed the books into a web site or wiki.
4/23/09
PA Educators Professional Learning Network
If you are a PA educator, I invite you to join the new PA Educator Ning Network at http://paeducators.ning.com . Currently there are 191 members, which is great, but it would be more beneficial if we could get hundreds or thousands of teachers to join this network. We can build capacity through our connections and collaborations across the state. Imagine what we can do together without anyone directing us. The network is for all of us! We can connect, share and build! The potential is limitless! Join if you are interested in building a professional learning network where you can find and even add events from around the state. If you are reading this from another state or country, you too can create a network at ning for your educators. If you are looking for a network of educators to make connections I would suggest Classroom 2.0. Over 20,000 members world-wide active members post and share all of the time. Network creator Steve Hargadon, is one of the best education advocates around!!
2/14/09
Public Education in the 21st Century - Public Education in the 21st Century
Public Education in the 21st Century: "
"
Post your comment by clicking on the Nota Page.
"Post your comment by clicking on the Nota Page.
1/25/09
Academic Earth
This has to be one of the best sites for finding quality lectures and information. Top lectures from thousands of lectures from the world's top scholars! Amazing, join and create playlists and favorites. This is a must see! http://academicearth.org/
1/14/09
Researching Collaborative Sites
Just doing some research and trying to find a way where students can collaborate and work together on projects. Now we know that Google docs is an option and students can collaborate with documents whatnot. But I really like Zoho Notebook. Zoho Notebook allows for audio and video embedding in the actual online page and then allows for playback and sharing. It's so much more than a conventional notebook. You have to see this resource for yourself! It's a must use!
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1/12/09
WiiMotes in School!!! Great Low cost option for IWB
I just got finished configuring my Wii remote and my laptop computer with the bluetooth connection and found out that it was extremely easy to do to create a instant interactive white board device with the Wii remote and infrared beam that actually detects a signal and allows you to create any wall space on. The board or wallspace then becomes an interactive device. It's really easy you have to try it go to wiiremoteproject.com and read the instructions and watch the video tutorial and give it a shot. $45 and plus maybe $7 charge for an IR device. Pretty cheap pretty inexpensive when it comes to purchasing something really inexpensive to hang on your wall. Check it out.
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1/6/09
Showing My Colleague Dial 2 Do
Sitting here with Jill Machemer. It's our second day at the CAIU and we're just talking about some things we're going to be working on. I wanted to show her dial2do so she can learn how to post right to her blog or a twitter account live from your cellphone. Yep, she's losing it!! Anyway, we're going check it out on Blogger in a couple of minutes.
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KIDO'Z Browser
A great free kids browser. This browser is kid friendly and allows you to safely navigate the internet in search of content, games, videos and more. Check it out here. http://kidoz.net/beta/index.html
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