Teachers Without Borders!
I am so excited! I have been accepted on a team for Teachers Without Borders Canada! I can hardly believe it. I followed Sharon Peter’s blog when she went last summer and I thought that it sounded like a fantastic experience. I applied in the hopes that I might be considered, but I suspected that there might be much stronger candidates.
I will be spending three and a half weeks in South Africa and three weeks in Kenya. We will be giving workshops in ICT and visiting schools to help develop their school ICT planning teams.
I hope that I can make some connections with teachers there and bring them back into my classroom at home. My mind is spinning with the possible projects that we could collaborate on next year.
I know that bandwidth will be an issue and that I may not be able to get online as much as I would like. I plan to blog about my experiences this summer. If I cannot post over the summer, I will write anyways and back-date the posts when I get back.
Wish me luck!
Thursday, March 19, 2009
Friday, January 30, 2009
Interactive Whiteboards
I’ve been reading and thinking quite a bit about Interactive Whiteboards (IWBs) this month. I’ve had one in my classroom for 5 months now, and I want to make sure that I am using it well.
What does it mean to use an IWB well? Is it becoming an integral part of my teaching? Are the kids touching it regularly? Are the lessons that I am using it for “interactive”? I think that these are questions that I will need to continue asking myself over the course of the year.
I have realized that it is easy to put stuff on the board and talk about it, but that isn’t really the kind of teaching I want in my class. So I should be aiming for more inter-active lessons. This raises the issue of time. I was chatting with a colleague who bemoaned the fact that it takes so long for the kids to come up to the board, it is easier to run the board herself. I try to remind myself that this is not a big toy for me, and the kids will not get nearly as much out of an interactive lesson if they are simply supplying answers while I interact. Besides, the time it takes for one student to walk to the front is good thinking time for those who need to mull things over a little longer.
As long as I keep monitoring my use, I think that I will continue to find new and exciting ways to use this tool. Now, I must set about modelling this approach for my fellow teachers. By March, we will have IWBs in every classroom, and I would like to have most of them being used effectively every day.
What does it mean to use an IWB well? Is it becoming an integral part of my teaching? Are the kids touching it regularly? Are the lessons that I am using it for “interactive”? I think that these are questions that I will need to continue asking myself over the course of the year.
I have realized that it is easy to put stuff on the board and talk about it, but that isn’t really the kind of teaching I want in my class. So I should be aiming for more inter-active lessons. This raises the issue of time. I was chatting with a colleague who bemoaned the fact that it takes so long for the kids to come up to the board, it is easier to run the board herself. I try to remind myself that this is not a big toy for me, and the kids will not get nearly as much out of an interactive lesson if they are simply supplying answers while I interact. Besides, the time it takes for one student to walk to the front is good thinking time for those who need to mull things over a little longer.
As long as I keep monitoring my use, I think that I will continue to find new and exciting ways to use this tool. Now, I must set about modelling this approach for my fellow teachers. By March, we will have IWBs in every classroom, and I would like to have most of them being used effectively every day.
Monday, December 1, 2008
MELS Reading Workshop
I attended another wonderful workshop today. It was all about the reading competency. Although it has been far too long since my last entry, I just had to write tonight.
It is incredible to me that in this group, avid readers who love books and teaching language arts, there are so many negative reading experiences. So many people talk about having bad feelings about themselves as readers at some point in their lives.. Others talk about flying under the radar and not really understanding what they read for a long time.
This is all so very different from my own experience. I was surrounded by books from an early age. When it wasn’t books, it was my father reciting poetry from memory. One morning, my mother found me with a stack of Dr. Seuss books. I announced that I could read them, and I could! I never looked back. Books were always there to be my friends when no one else would.
I have so many warm memories of books. My parents read aloud to me, rich books like “The Jungle Book”, “Charlie and the Chocolate Factory”, “The Hobbit”, and “Anne of Green Gables”. I lent books I had read myself to my mother so that she could read them and discuss them with me. I was allowed to stay up an extra hour in the evenings as long as I was reading in bed. This is how I stormed through the Little House Books. When I graduated university as a teacher, my mother gave me picture books – “Thank-you Mr. Falker”, and “Koala Loo”. No gift could have been more meaningful.
In part, it is my love of reading that I hope to share with my students.
I will leave this workshop with a sense of urgency about reading instruction. We learned today that children need to develop the strategies and skills for decoding, understanding, and processing printed text by age 10-11. This age is just beyond that of the children I teach. I will be returning to my class with a new eye toward those students who are “learning at their own level and their own pace” but are not quite up to scratch. How can I support them to ensure that they not only love to read, but are learning to do it well?
The Assessment part of the workshop is tomorrow. I hope to write again with further thoughts.
It is incredible to me that in this group, avid readers who love books and teaching language arts, there are so many negative reading experiences. So many people talk about having bad feelings about themselves as readers at some point in their lives.. Others talk about flying under the radar and not really understanding what they read for a long time.
This is all so very different from my own experience. I was surrounded by books from an early age. When it wasn’t books, it was my father reciting poetry from memory. One morning, my mother found me with a stack of Dr. Seuss books. I announced that I could read them, and I could! I never looked back. Books were always there to be my friends when no one else would.
I have so many warm memories of books. My parents read aloud to me, rich books like “The Jungle Book”, “Charlie and the Chocolate Factory”, “The Hobbit”, and “Anne of Green Gables”. I lent books I had read myself to my mother so that she could read them and discuss them with me. I was allowed to stay up an extra hour in the evenings as long as I was reading in bed. This is how I stormed through the Little House Books. When I graduated university as a teacher, my mother gave me picture books – “Thank-you Mr. Falker”, and “Koala Loo”. No gift could have been more meaningful.
In part, it is my love of reading that I hope to share with my students.
I will leave this workshop with a sense of urgency about reading instruction. We learned today that children need to develop the strategies and skills for decoding, understanding, and processing printed text by age 10-11. This age is just beyond that of the children I teach. I will be returning to my class with a new eye toward those students who are “learning at their own level and their own pace” but are not quite up to scratch. How can I support them to ensure that they not only love to read, but are learning to do it well?
The Assessment part of the workshop is tomorrow. I hope to write again with further thoughts.
Thursday, October 2, 2008
PLNs on Fast Forward
I am staring at my computer screen trying to decide how to condense Personal/Professional Learning Networks into a five minute presentation - for tomorrow!
The idea, as I understand it, is that I will be one of several people presenting to an international delegation visiting our school board. We will each do a ~5 minute presentation (which will last 10 minutes when allowing for the interpreter). The visitors have many questions about technology integration, so our presentations are meant to focus on a few key points which will create openings for questions and discussion.
Which brings me back to my dilema: how do I condense PLNs into five minutes without showing the whole thing on fast forward?
I really should hit on:
- Keeping my own blog
- Reading other blogs (some of my favourites by other reflective teachers)
- Nings (connecting with other teachers to collaboarate)
- Twitter (and all the great resources I learn about there)
- Social Bookmarking
- The WOW2.0 podcast
Plus, I was asked to touch on using wikis and blogs with my students.
I guess the real question is what can I leave out to allow time for the rest?
I'm still working on the answer...I've got about 9 hours left... help!
The idea, as I understand it, is that I will be one of several people presenting to an international delegation visiting our school board. We will each do a ~5 minute presentation (which will last 10 minutes when allowing for the interpreter). The visitors have many questions about technology integration, so our presentations are meant to focus on a few key points which will create openings for questions and discussion.
Which brings me back to my dilema: how do I condense PLNs into five minutes without showing the whole thing on fast forward?
I really should hit on:
- Keeping my own blog
- Reading other blogs (some of my favourites by other reflective teachers)
- Nings (connecting with other teachers to collaboarate)
- Twitter (and all the great resources I learn about there)
- Social Bookmarking
- The WOW2.0 podcast
Plus, I was asked to touch on using wikis and blogs with my students.
I guess the real question is what can I leave out to allow time for the rest?
I'm still working on the answer...I've got about 9 hours left... help!
Tuesday, September 30, 2008
Goal Setting for the New School Year
The new school year is not so new anymore. The first month has slipped away in a blur of establishing routines and getting to know a new class.
I am back in a traditional classroom this year, the online teaching being too all consuming to be compatible with family life. Starting over in a new school has been hectic. I especially feel the pressure as part of my role is to provide some leadership in technology integration. I will be supporting my colleagues in their tech projects as doing projects with my own class. I think that this is just the right kind of challenge - attainable, but enough to push me a little throughout the year.
So, some goals for the year:
1 - I want to post at least two blog entries each month. Hopefully by the end of the year I will be able to work this up to once a week.
2 - I want to keep up with my feed reader. I want to read at least my must-read blogs at least once each week. This should include leaving at least 2 comments each week.
3 - I want to get a ning up and running for my school staff.
4 - I want to organize 2 telecollaborative projects this year and participate in 2 more. These projects should seamlessly integrate technology into my existing teaching.
5 - I want to further develop my PLN.
Well, in theory at least, these are all attainable. It is good to have something to shoot for, and now it's in print. Let's see how I do!
I am back in a traditional classroom this year, the online teaching being too all consuming to be compatible with family life. Starting over in a new school has been hectic. I especially feel the pressure as part of my role is to provide some leadership in technology integration. I will be supporting my colleagues in their tech projects as doing projects with my own class. I think that this is just the right kind of challenge - attainable, but enough to push me a little throughout the year.
So, some goals for the year:
1 - I want to post at least two blog entries each month. Hopefully by the end of the year I will be able to work this up to once a week.
2 - I want to keep up with my feed reader. I want to read at least my must-read blogs at least once each week. This should include leaving at least 2 comments each week.
3 - I want to get a ning up and running for my school staff.
4 - I want to organize 2 telecollaborative projects this year and participate in 2 more. These projects should seamlessly integrate technology into my existing teaching.
5 - I want to further develop my PLN.
Well, in theory at least, these are all attainable. It is good to have something to shoot for, and now it's in print. Let's see how I do!
Saturday, June 28, 2008
What!! No PD?
I’m in San Antonio for NECC. I am looking forward to a great week.
Right now I am thinking about professional development. At supper tonight, the DG of our school board was telling me about his recent trip to Uruguay. They are deploying OLPC laptops to all their students following the approved “saturation” approach. Apparently this involves getting the laptops out there, and letting the teachers and students figure things out. No PD!
I am appalled.
I teach in a school board with 1:1 laptops. Some teachers use them extensively, some hardly at all. Some use them well, others less so. Either way, they most certainly use them more and better than if they had received no professional development. Teachers who are intimidated by the laptops have at least become brave enough to use them a little. Teachers who are comfortable with the technology use them more creatively as a result of our PD.
In my experience, PD is essential for 1:1 laptops to work at all. Even the teachers who know how to use the technology benefit from hearing new ideas about how they can use the machines effectively. For those teachers who are less proficient, or who are resistant, the right kind of PD can show them how the technology fits with what they are already doing.
What a shame to simply pitch these machines willy-nilly into classrooms. Some will certainly be used, but the challenges will be too many for most to meet on their own.
Earlier today, Gary Stager posted the following on Twitter: “PD to do what? (important question) PD doesn't work. Professionals develop autonomously in environments where it is supported and expected.”
PD to do what? If all I know about my laptop is that I can type text, and I never have an opportunity to learn otherwise, am I using my laptop well? If the challenges and frustrations are numerous, and I feel abandoned, helpless, and alone, will I use the laptops at all? PD does not need to be something that is done to 50 teachers in a room – far from it. What if the environment supports and expects teachers’ PD in collaborative environments? What if PD consists (in part) of time for half a dozen teachers to get together and talk about what they are doing? They can share ideas, what’s working, solutions for challenges, etc. They might also connect with a mentor teacher online using Skype.
Whatever the shape it takes, I believe that PD is a necessary part of 1:1 laptop deployment.
Right now I am thinking about professional development. At supper tonight, the DG of our school board was telling me about his recent trip to Uruguay. They are deploying OLPC laptops to all their students following the approved “saturation” approach. Apparently this involves getting the laptops out there, and letting the teachers and students figure things out. No PD!
I am appalled.
I teach in a school board with 1:1 laptops. Some teachers use them extensively, some hardly at all. Some use them well, others less so. Either way, they most certainly use them more and better than if they had received no professional development. Teachers who are intimidated by the laptops have at least become brave enough to use them a little. Teachers who are comfortable with the technology use them more creatively as a result of our PD.
In my experience, PD is essential for 1:1 laptops to work at all. Even the teachers who know how to use the technology benefit from hearing new ideas about how they can use the machines effectively. For those teachers who are less proficient, or who are resistant, the right kind of PD can show them how the technology fits with what they are already doing.
What a shame to simply pitch these machines willy-nilly into classrooms. Some will certainly be used, but the challenges will be too many for most to meet on their own.
Earlier today, Gary Stager posted the following on Twitter: “PD to do what? (important question) PD doesn't work. Professionals develop autonomously in environments where it is supported and expected.”
PD to do what? If all I know about my laptop is that I can type text, and I never have an opportunity to learn otherwise, am I using my laptop well? If the challenges and frustrations are numerous, and I feel abandoned, helpless, and alone, will I use the laptops at all? PD does not need to be something that is done to 50 teachers in a room – far from it. What if the environment supports and expects teachers’ PD in collaborative environments? What if PD consists (in part) of time for half a dozen teachers to get together and talk about what they are doing? They can share ideas, what’s working, solutions for challenges, etc. They might also connect with a mentor teacher online using Skype.
Whatever the shape it takes, I believe that PD is a necessary part of 1:1 laptop deployment.
Thursday, June 5, 2008
Growing Pains
We have a new student. That may not sound like much, but it is causing some big changes in what was a smooth routine. I have been working with three students since the end of January. They are a tight-knit group and as we approached the end of the year, our days ran like a well-oiled machine.
Two weeks ago, a new student joined us. Besides being new to the group she is completely new to online learning and does not seem to have too much computer experience.
The biggest challenge for me is that she is a very different learner than the others. We are used to chunks of discussion and instruction, either all together, in small groups or individually, during their morning to prepare for work time in the afternoon. This is very challenging to her as she has difficulty taking in all the information and multi-step instructions. She is a learner who requires tiny pieces of information or instructions in single steps at a time. There also seem to be many gaps in what she has learned previously, so she gets lost easily (e.g. she is grade 4 age and she does not know the word “author,” gets confused by the conversation). She does not say anything when she is confused or does not understand, she just imagines what I must want and plows on. From the other side of the online classroom, I cannot read her facial expressions or body language and I cannot class at work that she is beginning to make sure that she is on the right track.
I am having a lot of trouble re-structuring the class to accommodate her needs. I have tried having her follow another student’s day to get the idea, but she is overwhelmed. I have tried giving her a small step to go do while we are online. She was to come back and text me that she was ready. As it turns out, she did not understand what to do (despite having assured me that she did) and did something else. She then tried to type the something else into the text chat. Other times she daydreams or is “thinking,” for a very long time. She is not independent enough for this model.
We only have 14 classes left in the year. I hope we can push through the growing pains and find a solution soon.
Two weeks ago, a new student joined us. Besides being new to the group she is completely new to online learning and does not seem to have too much computer experience.
The biggest challenge for me is that she is a very different learner than the others. We are used to chunks of discussion and instruction, either all together, in small groups or individually, during their morning to prepare for work time in the afternoon. This is very challenging to her as she has difficulty taking in all the information and multi-step instructions. She is a learner who requires tiny pieces of information or instructions in single steps at a time. There also seem to be many gaps in what she has learned previously, so she gets lost easily (e.g. she is grade 4 age and she does not know the word “author,” gets confused by the conversation). She does not say anything when she is confused or does not understand, she just imagines what I must want and plows on. From the other side of the online classroom, I cannot read her facial expressions or body language and I cannot class at work that she is beginning to make sure that she is on the right track.
I am having a lot of trouble re-structuring the class to accommodate her needs. I have tried having her follow another student’s day to get the idea, but she is overwhelmed. I have tried giving her a small step to go do while we are online. She was to come back and text me that she was ready. As it turns out, she did not understand what to do (despite having assured me that she did) and did something else. She then tried to type the something else into the text chat. Other times she daydreams or is “thinking,” for a very long time. She is not independent enough for this model.
We only have 14 classes left in the year. I hope we can push through the growing pains and find a solution soon.
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