Assessment Preferences

Students (college and 6-12) PLEASE take 1 question survey.  Thank you.

http://www.surveymonkey.com/s/K6JSQBG 

Let Go!

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge”

Albert Einstein

You never know what happens when you let go, but you have to let go to know what happens.  That is why students should be allowed to express themselves in a conducive and enriched environment.  Teaching bell to bell is not realistic; students need a moment to escape into their inner selves and share their thoughts with peers.  Most creativity is birthed in a moment of silence and student-centered learning.

 

The Unilever company identified four phases of creativity (Mostert, N. M. 2007): “getting into contact with the problem, incubation time to think about a solution, the ‘aha’ moment when you think of an idea, and action to share the idea with others.”  They implemented a “five minutes of silence” in their creativity sessions to allow participants to generate ideas.   The business (real) world is practicing the act of silence for brainstorming and team inputs.  The strategy is applicable in classroom today by allowing students to team up and hold "teacher-free' (student-centered) discussion.

Letting go occurs in different form and shape.  In flipped classroom, Jackie Gerstein suggests that, “authentic, often hands-on, experiences and student interests should drive the learning process, and the videos, support the learning rather than being central or at the core of learning.”  It is all about students. 

The following video by Coldwell Banker depict some of the hidden knowledge and skills possessed by children and can only be tapped when they are let loose to explore real life experiences.  Children in the video demonstrates their knowledge of science (colors), social studies (village and family), math (geometrical shapes they drew) and Language art (description of real estate).  Something happens to children when they are let loose.

Video: Kids Take on Real Estate

Let go and enhance creativity by being silent and allowing students to think and then let them share and implement their ideas.

“Silent thought is more powerful than spoken words.”

Napoleon Hill

Gerstein, J. (June 17 2012).  The Flipped Classroom: The Full Picture for Tinkering and Maker Education Retrieved from http://usergeneratededucation.wordpress.com/2012/06/16/the-flipped-classroom-the-full-picture-for-tinkering-and-maker-education/
Mostert, N. M. (2007).  Diversity of the Mind as the Key to Successful Creativity at Unilever.  Retrieved from http://mccim.nl/publications/diversity-of-the-mind.pdf

Technology Planning and Integration

     The phrase “integrating technology in classroom” is a common phrase in education world.  In its simplest terms and application, integrating technology is not taking an old lesson plan and posting it online for students to access and complete it using traditional means.  It is redesigning the lesson so that students can accomplish tasks using technology tools.  With the introduction of the Common Core Standards for K-12 in 44 states, one of the key innovations and advances in the PARCC (Partnership for Assessment of Readiness for College and Careers) (2012) design includes:
 “Uses state-of-the-art technology in all components of the system to create online assessments that are authentic and engaging for students, provide educators with timely and actionable data, and are cost effective and efficient.”
       The statement implies that, with the Common Core State Standards technology integration should not stop at instructions but should include better use of technology in assessments.  (PARCC (March 2012), PARCC Progress Update, Retrieved from http://www.parcconline.org/sites/parcc/files/PARCC%20Progress%20Report%20-%20FINAL.pdf).

The following video is a basic explanation of some “why’s” of technology integration in classroom: http://www.youtube.com/watch?v=EP_yGEH6zaY&feature=colike.

 Technology integration requires planning for purchase, integration, and evaluation.  The following recommendations would help to address the ambiguity that is prevalent in education institutions:

1. Administrators require technology training.  During evaluation and “walk through” instructors are expected to demonstrate that they are using technology to instruct, and students are using technology to learn.  Administrators are given a rubric that instructs them how to evaluate evidence of application of technology in teaching and learning but the question is, can the administrator be able to design a lesson that integrate technology?  To be in a position to assist teachers, they (administrators) should learned how to design technology-based instructions. 

2.Creating technology training that are effective; includes hands-on activities on designing lessons that integrate technology and are aligned with content and technology standards.  Instructors require skills on how to plan technology-based activities that are differentiated to meet the needs of all students.  For free courses refer to: http://www.openculture.com/freeonlinecourses

3. Planning for the technology tool before purchase.  Frugality should be a virtue in education world when purchasing is concerned.  This will save money, time, and unnecessary trainings for equipments that will be used sparingly or will never be used.  Resource for planning for technology: Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2003).  Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders.  Corwin Press, Inc.

Allowing time between implementation of new tools and software.  The duration will be utilized for follow-up and to give instructors sufficient time to implement and evaluate effectiveness (to transmit the necessary content) of lessons taught using the tools.  Instructors can fall prey of “good” lessons that are taught using all the sophisticated technology tools that just entertain students.  Technology Façade is a revelation of the status quo in schools; this tool assist technology teams in planning, implementing, and evaluating technology initiative (Tomei, 2007).  (Technology Façade checklist: http://center.uoregon.edu/conferences/ISTE/uploads/NECC2007/KEY_40173033/Kozloski_Facade_Checklist_0400Tomei.pdf ).

4. Frequent assessment for technology literacy.  Assessment should be formal and informal.  Not all students are capable of using technology as a learning tool; the fact most students are “digital natives” does not mean that they know how to how to learn using the available technology tools.  Technology literacy should be formally assessed at least twice a year-at the beginning and the end of the year.  Informal assessment should be ongoing as students are engaged in learning using technology tools.  (Jonathan D., Becker, J.D., Hodge, C. A. & Sepelyak, M, W.

(June 2010)  Assessing Technology Literacy: The Case For An Authentic, Project-Based Learning Approach. Retrieved from http://genyes.org/media/freeresources/assessing_tech_literacy_whitepaper.pdf)

5. Acceptable user policy.  Different institution have established a working AUP to serve the stakeholders.  Schools should expect student to learn AUP and be responsible digital citizen.  Businesses are taking major initiatives in informing their employees about AUP.  For instance, Edge Ware compiled the 3 E’s of Electronic risk management among other rules.  In a nutshell they advise companies to “Establish comprehensive clearly written Internet, P2P, email, IM , social media and blog rules, policies and procedures for all employees, from the summer intern to the CEO, Educate employees, and Enforce the written rules.” (http://www.edgewave.com/ga/aup.asp?oc=1209&gclid=CMzV8J6rzLACFQ0q7Aodc1LjXQ).  The Light Speed System AUP involves setting up goals in the foremost (http://www.lightspeedsystems.com/resources/Acceptable-Use-Policies.aspx):

• To set forth clear expectations about proper use of school technology.
• To reflect the school’s educational philosophies and values.
• To be flexible and adaptable as guidelines and technologies change.
• To educate students about topics such as netiquette, cyberbullying, and Internet safety.
• To legally protect the school.
• To protect the students and other users.

Schools should take firm initiative similar to the business world by involving all the stakeholders, empowering them, and holding them responsible.

Technology planning and integration is work in progress!

School is out but learning is not

Character education is more exciting to teach and learn, in a summer program that engage students in indoor and outdoor activities.  It is also beneficial when these planned experiences are interdisciplinary and run for a month so that participants can remain engaged.  The climax of the program should be a day of celebrating accomplishment.

Below is an example of a program that will inculcate values like responsibility, respect, fairness, care, and civil virtues, and at the same time integrate technology and celebrate diversity.

 Enviro-friendly

In this program, students will be involved with all aspects of conservation of environment- air, water and soil (land).
Introduction: Build a website that will introduce the program to the students and the public, and house all the activities and events that the students will be involved in.  The site will also host a blog where student can journal their experiences and events.
Set objectives: Formulate clear, precise and measurable objectives.  Students should be given opportunity to react on the set objectives.
Age-group: Selection of the age group determines the kind of activities and materials used.  For this program, the selected age group is 9-14 years.
Materials:

• Computer and LCD projector to be used for presentation, videos and podcasts.
• Access to internet and at least 10 laptops.
• Writing materials (markers, crayons and pencils)
• A variety of papers (copy, and construction papers)
• Microphones

Activities
Video stream: Watch video clips on our environment, as an introduction to the program and an activator.  Videos featured in the program are available online (examples provided under video references).
Research and brainstorm: Participants outline various activities (with the guidance of the instructor) that involved conserving the environment.  They will use the internet for research and organize their thoughts using graphic organizers.
Discovery corner: Students will read books and articles in print or digital.
Journalism corner (they use the publisher program): Students educate the public by writing to the editor of a local magazines and newspaper and / or create and distribute flyers.
Podcast or Vodcast:  Students video tape themselves as they perform different task and explain the reasons behind their action.  The podcast is embedded in the program website and is downloadable.
Curriculum days: Students will experience a connection between specific activities to math, science, social studies, reading, and language art.  Teachers and other volunteers (like counties environmentalist) are invited to conduct the activities.
Celebration:  As a culmination of the wonderful month of hard work students, parents and community members visit a lake or a park.  The first activity should be to clean up the area, play games and eat.  A guest speaker is invited to commend the young environmentalist for the job well done.
Program outcomes:
It is important to always evaluate the program and draw conclusion and recommendation for improvement.  Evaluation can be drawn from program instructors, students, parents and community members.  The activity can be accomplished via internet, interview, and paper and pencil.
Examples of program outcome
As students work in groups, they will learn to treat each other with respect, and be responsible of accomplishing their tasks.  In addition, students share all the resources fairly among the group members and learn to solve their dispute when they arise without biasness.  The whole program will teach students how to care and conserve their environment, and teach others to do the same so that the effort can replicate through other members of the society.  Students will use technology as one of their tools for learning, be encouraged to be creative, embrace diversity, and create an awareness of how community members can conserve environment.

"School may be out but learning should not."

 Videos References
Global Development (2012) Rio Earth Summit: Young People and the Future They Want.  http://www.guardian.co.uk/environment/video/2012/may/25/rio-20-earth-summit-sustainable-development
The Girl Who Silenced the World for 5 Minutes. http://www.youtube.com/watch?v=TQmz6Rbpnu0&list=PLB17CE4366FC5C2AA
Discovery Education The Green Earth Club: How We Fit In www.unitedstreaming.com