Ok, so I’ve decided that I probably need to post as I go along during ISTE this time. When I don’t, everything just gets jammed up and then I have nothing to go back to and haven’t shared. This morning I went to a pre-conference workshop on creating photos and digital storytelling. The premice was simple: Learn to take good pictures so you don’t have to fix them up too much and then you’ll have great visuals for digital storytelling. After Ken went over some picture taking basics, we took a walk around the neighborhhood and took some pictures. Photography has always been frustrating for me. I never really was able to take very interesting pictures and basically walked around with a camera for no reason. I had always heard that I should always walk with a camera, so I just left it in my purse. Ken helped me to understand a bit of what I’d been missing. I was waiting for things to take pictures of rather than taking pictures of things I saw. So today I took some of the most interesting pictures that I have ever taken. Really. And after talking to Ken a bit, I think I’ve decided to use cameras a little more in the classroom. Typically I’ll do 2-3 camera “things” a year. Ms. Bass and I do simple machines, I’ll do a shape hunt with first grade, and an alphabet book with grade K. I think I’ve decided that digital photos and voicethreads are the combo of the year. Anywhere I see “identify” in the SOL, I can probably throw in a camera project. I’m going to work on it. I would like to do one camera project a year in every content area at each grade level. Yes, I realize that means I’ll need to do around 28 projects. That would be about 1 per teacher. So that’s an idea…we’ll see if it’s still at the top of the list in 4 days.
I first became aware of Dr. Don Leu’s work at the VSRA conference about 4 years ago. Someone dragged me to the General Session and said they thought that I would enjoy the speaker. I was skeptical, but pleasantly surprised. So when I saw that he was featured for this conference, I was determined to go to one of his sessions. During this session, Dr. Leu gave 15 ideas on how to work on online reading comprehension. This was a great reminder, as some of the ideas were too forward thinking for many of us the last time that he came. I certainly wasn’t ready to go back and help teachers integrate some of them the last time…too many of the teachers weren’t ready. Many still are not ready, but some of the ideas are part of our everyday practice at this point. You can find his handout herein electronic format so that you can use the links… LeuKeynoteHandout
Some ideas that I would like to try:
- Using Internet workshop as an instructional model – I think 6th grade social studies would be perfect for this – Ms. Hamill, Mrs. Mitchell, and Ms. Underwood – I would be happy to help you try this out. I think given a structured problem and a simple worksheet would make the idea appealing to the kids and it wouldn’t take too long.
- Using search engine results to teach students to read to locate information – this would be great in both all of the intermediate grades. Mrs. Hunter-Lowe, Mrs. Mitchell and Mrs. Wesley – I would specifically like to work on this lesson with you.
- Internet Project – Send/Receive and international morning message of the day – I think fr 2nd and 3rd grade, this would be great if we set it up in the begining of the year and worked with schools that represented the countries that you study. Mrs. Heil, Mrs. Bass, Ms. K. Brown; Mrs. Rowson, Ms. Bailey, Ms. Sheppard, Mr. T…we should all work get together and plan on doing this for next year. I’m going to tag Luann Smith while I’m at it – this would be perfect for foreign language as well.
The first conference session that I went to was The Teacher Research Grant Award session. If you know me, you know I love research – so this should be no surprise…the session was by a reading specialist in Montgomery County. She had won the grant with her proposal on using podcasting to increase student reading fluency. Her work was very interesting. She chose some 5th grade students who had issues with fluency and assigned them poems to read and practice. She sow them twice a week after that once to listen to monitor their practice and once to record their podcasts. Podcasts were made available to others in the school using iTunes. At the end of 9 weeks she took some reading assessments to compare to the students’ reading prior to this intervention strategy. She found that students had gained 20 wpm in fluency. In addition the students had begun self correction which meant that the increased fluency had begun to effect their comprehension. We had a very interesting discussion (there were only 7 of us in the session) about how this intervention might effect students if it were carried out for an entire year.
The session led me to think about how we might adapt the process to work in my schools – or for that matter replicate it across several schools. If one of the reading specialists would work with me, I think we could devise an intervention for both upper grade students as well as lower grade students. If we chose maybe 5 students in the intermediate grades who needed fluency intervention, the reading specialist could assign them a poem (the following authors were recommended in the session: Paul Fleischman; Hoberman; Jack Prelutsky; and Bruce Lansky) and work with them once a week to check that they were practicing. Then I could work with the reading specialist and the students once a week to record the podcasts. We can upload the podcaststo a blog (iTunes wouldn’t work for us) and then teachers in the lower grades could use the podcasts for a center ime activity along with the text that the students used for the podcast. We already have the microphone and software and probably some of the books…we just need some willing participants. I guess I first thought of Blount and Carey, but now that I am writing about this, I could see this working for some special ed teachers – namely Armstrong, Goolsby and Morris and even some speech applications , so I guess I’ll tag Moses as well…
The Virgina State Reading Association conference began today. I’ve been burning the midnight oil getting ready given everything else that seemed to get dropped on my plate in the last month…As the VSRA Technology & Reading chairperson, I have been charged with getting additional technology based sessions added to the conference lineup. My co-chair, Melissa Warren, along with Deloris Eure-Nutt and I have provided hands-on sessions for the last 3 years. Set-up and break down have always been a little problematic because of scheduling. This year the conference committee allowed us to present all three of our sessions on the same day and in the same room, so that we did not have to break down the lab and then set it up again in another area.
We presented three sessions today: web 2.0 playground, Build your own PLN, and Technology Integration Made Easy with MSWORD. Session info and handouts can be found at http://vsra.pbworks.com/ We divided the labor equally with each of us leading one of the sessions. Melissa was first, which of course meant that we had to work out the tech difficulties durign her session. Despite the fact that the conference center couldn’t get the wireless up and running until her session was half over, Melissa did a great job. She introduced blogging with Edublogs, podcasting via Vocaroo, and was even able to touch on Voki. I did a the PLN session, and Deloris led the MSWord session.
It’s been a long day, and we are exhausted. But our sessions were full (20+ people each) so we’re hoping that the work we’ve done will help change what’s going on in a few classrooms across the state.
We went to the Promethean ActivVA conference today. WOW what an experience. There were lots of ideas and flipcharts to share with everyone. I had four teachers (Davis, Bass, Hamill, and Pitts) from Victory as well athe principal, Mrs. Horne, attend. From Brighton I had 6 teachers (Taxson, Perty, Sheppard, Gibson, V. Williams and F. Williams) attend. KUDOS to Kristy Taxson who presented a session on using the Whiteboard in the primary classroom. Her session was well received. Other highlights of the day included learning the “Calibration” song and learning about the e video contest.
Here is a video that was entered into the contest by one of the teachers in attendance at the ActivVirginia conference
This is a VETC09 session. Live Blogging…
Sharon McGlone, TRT at Booker T in Norfolk, is presenting.
Things that help:
- TRT gives overview to students
- TRT creates samples when planning with the teacher
- TRT co-teaches
- students practiced in diads
- Rubrics given to students before they were assessed
- Teacher training is key
- refer to podcasts as “audio files” to increase teacher comfort
- Students in groups worked best
- be careful about identifying students when putting their projects on the web
- sometimes you may need to use a file converter depending on your intended application
Using recordings to improve student oral language – Oral assessments every 4 weeks
Students were able to listen to themselves and classmates while creating their projects once files were posted on the web. Students self selected conversational topics.
Students work is posted on the web as part of a student portfolio and for comparison of student fluency. After students learned to record themselves – they did extensions. Research a topic and then record themselves talking about it. Students got excited. Shy students were more apt to participate. Additional project extensions include creating a slideshow (PPT, moviemaker, photo story) and using the student audio files with pictures. Students can make wordles out of their speeches out of their topics. Students wanted to reread or recreate their readings to help with the timing when using the file for projects.
Teachers were able to create files for students to listen to and practice and put them on the web. Files are posted on their websites (linked from NPS site http://ww2.nps.k12.va.us/education/components/sectionlist/default.php?sectiondetailid=34&category=168&). Teachers can show students how to download the files to MP3 players (PPS kids could practice this in class if the teacher has borrowed the class set of MP3 players from OITMS).
Students could peer review each others work…
This session with Marzano is entitled: Developing Standards-Based Schools One Teacher at a Time
There is a growing movement to change the way we allow students to show what they have learned. So many things are beginning to come together sometimes the terminologies get confused, but we’ll get that sored out. New book coming out about formative assessment…formative assessment is at the crest of the wave of change that we are beginning to see.
We need to make a distinction beween forms of assessment and uses of assessment. Forms of assessment: obtrusive, unobtrusive, and student generated. Obtrusive: instruction stops and assessment begins – the traditional paper-pencil test, student presentations. There are a lot of ways to get information about what students know. Unobtrusive – instruction doesn’t stop – Phys ed teacher shows kids to throw and then watches and makes observations. Student Geenerated is the most powerful. Student says “let me show you what I know”. It allows students to guide there learnign.
Uses of assessment: Formative scores, summative scores and instructional feedback. Formative scores can be derived from any one of the previous forms of assessment, are scored in some fashion and recorded and can/should be used to track student progress over time. Summative are pretty much the same except the represent a student’s final status after some interval – this can be derived or informed by a series of formative scores. When students track theri own progress there is a 36% gain. instructional Feedback – derived from obtrusive and unobtrusive, can be scored but usually not, not recorded, but used to provide students and teachers with information that should change their behavior. These can use these to inform summative scores.
Students can usually accurately tell you what score they should receive. If they give you a score that you can’t justify you should ask them to demonstrate their knowledge. Students need rubrics and multiple assessments in order to get the correct feedback for this. Tests aren’t necessarily accurate nor do they show you student learning over time. Teachers need to take scores and use their judgment of how the student has progressed over time to determine what the grade should be.
Eventually a district or school has to address the issue of report cards with rigor and courage. Perhaps the sacred cow that is the report card needs to be changed. Changing your report cards to standards based instruments will be a bumpy road. Scores with letter grades are arbritary. There is no logic associated with this type of grading. Students and their parents need to know where the student started at a certain point of time and the knowledge that they gained over the period of time that is being reported. Then they can look and see the student’s rate of growth over that period and identify if there is a problem with the student’s rate of learning. If a student comes into the time period with a certain level of knowledge in a subject area and leaves without gaining any additional knowledge (if it has been presented) there is a problem.
Performance based VS Time based educational systems: Performance based does not require students to figure out teacher rules from year to year. Requires student to take control of their learning.
Individual teachers can operate a standards based classroom.
- Map out the curriculum (District should give this to you)
- Teacher the required topice for first quarter and report scores
- Allow students to work in small groups or individually a few times during the week during second quarter to increase their learning on quarter 1 topic while introducing Quarter 2 topics.
- Quarter 3 introduce new topics while giving students the opportunity to go back to the previous 2 quarters information in small groups and individually.
- Continue the same for fourth quarter.
This will change the paradigm of instruction. Changes:
- Students understand what the overall structure of the course will be and the info they will be required to demonstrate.
- Student will be able to demonstrate increased understanding at any time in the school year. They have the option of going back at any time.
- Topics are organized into measurement topics
- students can demonstrate competency any time they think they can
- Students have the responsibility for their progress.
I’m at the VSTE conference in Roanoke and the first session I have is a hands-on session. Look what I’ve learned…