Looking back over my blog posts has confirmed just how much has changed in the roughly year and a half I've been in this program. I've said in a few blog posts that I can't remember how I ran my classroom without the tools and skills I've learned through this program. My early blog posts make that much more clear.
In my first post, I mentioned that I didn't want to assign a Power Point project and claim that it satisfies technology integration in my classroom. Today, that's not even on my radar, nor do I hear it from peers anymore. It's not that we've all abandoned Power Point, but it has become one of many tools, instead of the go-to option.
In later posts, I talked about being reckless with computer security. Today, I use regularly-updated virus software and have strengthened all my passwords. It was something I had to stay focused on at first, but updating programs and creating strong passwords has become something I do automatically now.
In a number of posts, I mention a country research project I do in my class, where students create ads for their countries. As I am currently gearing up to start that same project in a few weeks, it's interesting to see how many tools, like VoiceThread, have come from Stritch courses and into my classroom.
Generally speaking, I have changed the basic way I approach technology use. Before going through this program, I would try to find a way to include technology in my teaching. Now, I'm choosing the best tool to improve my teaching. It's not about shoe-horning something in just to say I did it. Technology now is a standard part of my classroom. I also see a change in the way I approach working with co-workers. At the beginning of the program, I was telling everybody about the new things I was learning and encouraging them to use these tools in their classroom. These days, I do more listening than talking. My colleagues know that I have an interest in technology, so they come to me to ask how they can incorporate new tools or techniques. Again, it's not about finding a way to use this tool or that one, it's listening to how the structure their classroom, and finding the best tool for them.
In my personal life, I feel like I have gone from a consumer of technology to an active participant. I use a number of tools that are currently in beta, and I feel that my feedback and my usage affects how these emerging technologies will change in the future. Instead of just using computers and the Internet to discuss my interests, I now discuss computers and the Internet. I am interested in what's new not just for the sake of knowing the newest thing, but because I know that technology is constantly changing, and we can help to change it for the better.
Sunday, November 4, 2012
Sunday, October 14, 2012
599 Week 1- My Project
For my project, I am focusing on PBIS (Positive Behavior Intervention and Support) integration in my classroom. Last year, I was a member of my school's PBIS team, and we looked for ways to introduce behavioral lessons into the classroom, and for ways to gather and effectively use data.
The first part of my project will involve Class Dojo. It is a tool that I can use to log student behaviors easily. I currently keep the tap open in my browser throughout the day, but they also have a handy app that I use on my iPad and phone. With this tool, I can log observed student behaviors, both positive and negative, and easily communicate with students and parents. Students get their own portal where they can personalize a little "monster" avatar, and I can easily send weekly behavior reports to parents. I hope that this will keep everyone on the same page and encourage students to make positive behavior choices.
For the second part, I will be using PB Works to make a student wiki as part of a unit on the novel Stargirl. The novel deals with bullying, cliques, and social exclusion in schools, and is a great opportunity to get students discussing how those issues play out in our own school. As we read, they will compare and contrast the school from the novel to our own school, and will then discuss what we can do as staff and students to improve how everyone treats each other.
Finally, I will work with the other teachers in my grade level to discourage negative behaviors. We created a reflection sheet that students will fill out when they are given a lunch detention. The detentions are then logged into one central spreadsheet, as well as a total of how many detentions were given for each behavior. The goal is to cut down on total detentions throughout the year, and specifically to highlight currently problematic behaviors so that we as a staff can discuss the best way to prevent those behaviors.
I feel the advantages I will gain from this project come in the form of less time spent on remediation of negative behavior, and possibly even less time spent on redirection. By clearly identifying which behaviors are to be praised and which are to be avoided through Class Dojo, getting students involved in the process of identifying how to improve through the wiki, and encouraging reflection after negative choices, I can increase the class time spent on instruction. The increase in instructional time, paired with a more positive environment in the classroom, will end with more successful students.
The first part of my project will involve Class Dojo. It is a tool that I can use to log student behaviors easily. I currently keep the tap open in my browser throughout the day, but they also have a handy app that I use on my iPad and phone. With this tool, I can log observed student behaviors, both positive and negative, and easily communicate with students and parents. Students get their own portal where they can personalize a little "monster" avatar, and I can easily send weekly behavior reports to parents. I hope that this will keep everyone on the same page and encourage students to make positive behavior choices.
For the second part, I will be using PB Works to make a student wiki as part of a unit on the novel Stargirl. The novel deals with bullying, cliques, and social exclusion in schools, and is a great opportunity to get students discussing how those issues play out in our own school. As we read, they will compare and contrast the school from the novel to our own school, and will then discuss what we can do as staff and students to improve how everyone treats each other.
Finally, I will work with the other teachers in my grade level to discourage negative behaviors. We created a reflection sheet that students will fill out when they are given a lunch detention. The detentions are then logged into one central spreadsheet, as well as a total of how many detentions were given for each behavior. The goal is to cut down on total detentions throughout the year, and specifically to highlight currently problematic behaviors so that we as a staff can discuss the best way to prevent those behaviors.
I feel the advantages I will gain from this project come in the form of less time spent on remediation of negative behavior, and possibly even less time spent on redirection. By clearly identifying which behaviors are to be praised and which are to be avoided through Class Dojo, getting students involved in the process of identifying how to improve through the wiki, and encouraging reflection after negative choices, I can increase the class time spent on instruction. The increase in instructional time, paired with a more positive environment in the classroom, will end with more successful students.
Tuesday, September 25, 2012
Wrapping Up 565
This class resulted in some pretty big changes into the way I view leadership. In the past, I always thought that you should just push ahead with what you know to be a good idea, and people will jump on board once they see your success. After going through the simulation, I can really see how people want to have input on major change, since everyone has different points of view and different needs. What may work great for me might be missing that essential piece for a parent to be on board, and something completely different missing to get my administrator on board. Effective communication is absolutely necessary to effect major change.
Being a teacher leader can be kind of a sticky wicket. Since your not in a defined "leader" role, you have to accept the fact that you'll be making suggestions to the decision-makers. But with a clearly communicated shared vision, those suggestions become easier to make. School leaders will be much more responsive if you can clearly define how a change improves the school or district. And, ultimately, positive change does have to come from within a school. We have to accept that we are the experts that need to make the necessary changes for the coming generations. For all the griping about how politicians don't know how to make sound decisions on education policy, we'd be much better off if we offered alternatives instead. It's much more difficult, but I hope that I can take some of the strategies from the class and generate teams within my building that can step up to the challenge.
Being a teacher leader can be kind of a sticky wicket. Since your not in a defined "leader" role, you have to accept the fact that you'll be making suggestions to the decision-makers. But with a clearly communicated shared vision, those suggestions become easier to make. School leaders will be much more responsive if you can clearly define how a change improves the school or district. And, ultimately, positive change does have to come from within a school. We have to accept that we are the experts that need to make the necessary changes for the coming generations. For all the griping about how politicians don't know how to make sound decisions on education policy, we'd be much better off if we offered alternatives instead. It's much more difficult, but I hope that I can take some of the strategies from the class and generate teams within my building that can step up to the challenge.
Monday, September 17, 2012
565 Week 5- Simulation Years 2 and 3
After finishing the simulation, I can say that it was as fun as it was difficult. While we struggled to get going in the first year, there was a sense of "Well we have no clue what we're doing, so let's just try something and hope for the best." In the second and third year, we had a definite plan. And it still didn't work like we wanted to. This was much more frustrating. In the end, it turns out we didn't heed the advice of other groups- talk, talk, talk, talk- as much as we should have. It seemed the most important part in creating change in the game was to make sure that everyone was involved.
I feel this is very much true in real life, as people would much rather be part of a change than be told that they have to change. Especially these days, when teachers aren't feeling the respect they had in the past, being asked for their input at work can be an important morale boost.
In the long term, I feel the game changed the way I would look at major change. In the past, I would have chosen what I felt to be the best "fill in the blank", and would trust that everyone would eventually get on board once they see how great it is. Now I see that you really need to work with people as you create the change. People are unlikely to look over one day and be so amazed that they immediately pass over all decision-making powers to you and your awesome "whatever plan it is".
I feel this is very much true in real life, as people would much rather be part of a change than be told that they have to change. Especially these days, when teachers aren't feeling the respect they had in the past, being asked for their input at work can be an important morale boost.
In the long term, I feel the game changed the way I would look at major change. In the past, I would have chosen what I felt to be the best "fill in the blank", and would trust that everyone would eventually get on board once they see how great it is. Now I see that you really need to work with people as you create the change. People are unlikely to look over one day and be so amazed that they immediately pass over all decision-making powers to you and your awesome "whatever plan it is".
Monday, September 10, 2012
565 Week 4- First Year of Simulation
This week's simulation had to be one of the most fun classes in this entire program. It was really unique to get a different perspective on planning district-wide changes. My district has undergone a lot over the past few years- our philosophy is that we'd rather get out ahead of changes so we can have some voice in exactly how it looks once it becomes requirement. This means a lot of work without anyone really able to tell you exactly what to do. The result on our staff has been mixed- some excited, some upset, all stressed out. But going through the simulation really helped me to understand why we were doing certain things that I found pointless at the time, and why some changes have to move so slowly.
I'm really looking forward to the next "year" of this game. I think it would be a great tool to use to help staff understand how a district goes about addressing a new initiative. Maybe something to play at a staff inservice.
Monday, September 3, 2012
Leadership Week 3- Cheese and Spark Plugs
I'm going to mix analogies a bit here, starting with your "Who Moved My Cheese?" story. The message of that story is that when a method no longer produces the results you want, you need to move on to a new method instead of blaming other people or lamenting that the world is so unfair. And old methods will always stop producing results. It's an important message, but one that I hesitate to apply 100% to schools.
In the discussion forum, I alluded to schools chasing every new reform, as described by Diana Senechal, despite a questionable need to do so. This would be like the mice running to a new location when there is still plenty of cheese left, just because they heard there is also cheese somewhere else. It may be more, it may be less, and that is something that should be considered before making the move.
And that is where the cheese begins to be the spark plug described in the Systems Thinking video. Schools will quickly add a new reading program, or embrace a new method for encouraging positive behavior without considering the role the old system took. Perhaps the old system had played an important role in another area- the old reading system was used in Science and Social Studies, or the old behavior model played a role in many teachers' classroom rules. But when the new program or model is put in place, nobody accounts for the sudden loss of the old supports.
This is a problem that results from authoritarian, top-down leadership. Too often, an administrator makes a decision to incorporate a new program or idea without consulting staff to see if it would actually be the best decision. Or, a committee is formed, but it later becomes obvious that it was a committee on how to incorporate the new model, not if we should incorporate it. A leader who empowers the staff and uses input from everyone in decision making would not constantly chase the new trend.
In the discussion forum, I alluded to schools chasing every new reform, as described by Diana Senechal, despite a questionable need to do so. This would be like the mice running to a new location when there is still plenty of cheese left, just because they heard there is also cheese somewhere else. It may be more, it may be less, and that is something that should be considered before making the move.
And that is where the cheese begins to be the spark plug described in the Systems Thinking video. Schools will quickly add a new reading program, or embrace a new method for encouraging positive behavior without considering the role the old system took. Perhaps the old system had played an important role in another area- the old reading system was used in Science and Social Studies, or the old behavior model played a role in many teachers' classroom rules. But when the new program or model is put in place, nobody accounts for the sudden loss of the old supports.
This is a problem that results from authoritarian, top-down leadership. Too often, an administrator makes a decision to incorporate a new program or idea without consulting staff to see if it would actually be the best decision. Or, a committee is formed, but it later becomes obvious that it was a committee on how to incorporate the new model, not if we should incorporate it. A leader who empowers the staff and uses input from everyone in decision making would not constantly chase the new trend.
Sunday, August 12, 2012
565 Week 2- Data Retreat
I've heard at a number of conferences the warning that teachers and administrators must avoid becoming a DRIP school- data rich, information poor. At all the conferences I've attended, I've looked around and talked with teachers from other schools which fall all over the DRIP spectrum. However, I have yet to have a teacher describe to me a way in which they use data in a meaningful way. For all the data we collect on students (WKCE, MAP, Access, formative assessments, homework, projects, teacher observations), we have an amount of data which I will compare to a Lamborghini. There are plenty of districts who just park it in the driveway and admire it. Some actually learn to drive it, but keep it on suburban roads and run short errands. I haven't talked to a teacher yet who's working for a school that's taking that puppy out on the Autobahn and putting the hammer down.
I've always felt that a large hindrance is that most of the data is on a scale that doesn't make much sense. For daily grades, we have a nice system that divides it in 10-percent groups. Easy. What's the highest possible WKCE score? No idea. What about MAP? According to some, infinity, since time is considered in the score. I've heard other people say time is noted, but not calculated in the score. Either way, how good is a 225? Pretty good, I guess? And nobody can get a handle on how their formative assessments fit into that because everyone is using a different tool with a different scale.
I dream of a day when all of these test scores could be consolidated into one overall score. For the sabermetrics fans out there, something like WAR. I'd love to go onto Power School, click on a student, and see their whatever-acronym-we-pick score along with a quick shot of their biggest hindrance (or two) and biggest strength (or two). Obviously, this would be an over-simplification and deep analysis would be needed for students who are not showing improvement. But getting data into a simple format has to be the first step in getting teachers to actually use it. A 548 WKCE doesn't tell anyone anything worthwhile and we're just wasting time pretending that it does.
The fact that all of the data available on WINSS and DPI is there and is relatively easy to use means that something like this is possible. Now we just need somebody to make it happen. So if anyone reading this knows how to write a program like that, I am willing to share some of my considerable wealth to make it happen. (I don't have considerable wealth. At all.)
I've always felt that a large hindrance is that most of the data is on a scale that doesn't make much sense. For daily grades, we have a nice system that divides it in 10-percent groups. Easy. What's the highest possible WKCE score? No idea. What about MAP? According to some, infinity, since time is considered in the score. I've heard other people say time is noted, but not calculated in the score. Either way, how good is a 225? Pretty good, I guess? And nobody can get a handle on how their formative assessments fit into that because everyone is using a different tool with a different scale.
I dream of a day when all of these test scores could be consolidated into one overall score. For the sabermetrics fans out there, something like WAR. I'd love to go onto Power School, click on a student, and see their whatever-acronym-we-pick score along with a quick shot of their biggest hindrance (or two) and biggest strength (or two). Obviously, this would be an over-simplification and deep analysis would be needed for students who are not showing improvement. But getting data into a simple format has to be the first step in getting teachers to actually use it. A 548 WKCE doesn't tell anyone anything worthwhile and we're just wasting time pretending that it does.
The fact that all of the data available on WINSS and DPI is there and is relatively easy to use means that something like this is possible. Now we just need somebody to make it happen. So if anyone reading this knows how to write a program like that, I am willing to share some of my considerable wealth to make it happen. (I don't have considerable wealth. At all.)
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