- Barefoot World Atlas
- Field Trip
- HootSuite
- Instagrok
- Padlet
- Paper 53
- Phonto
- Picasa
- Tweetdeck
- What was There
- WikiNodes
- Wolfram Alpha
- Zite
Friday, July 26, 2013
New Apps/Tools to Try!
Please add to the list:
UNCEF USFund: Nick Leisey
UNICEF and Global Citizenship: Building Learning Communities
Nick Leisey, fellow for GC
Works with schools and local foundations, domestic efforts. The US committee. Fundraising, awareness, fee into UNICEF. Program and community engagement, promotion of awareness of what the fund does, some on global issues, global competencies.
UNICEF started as an emergency fund, not an education fund.
Mission of UNICEF -190 countries around the world.
Flagship publication each year - state of the world
The US has not ratified the CRC! (Rights of children) once a country has ratified it, the UN can send people to work.
UNICEF provides immunization for half the world's children! Also involved in WASH. (Water& sanitation) it is an enormous issue in developing countries.
They teach nutrition to families, and on child protection (32 billion dollars are earned in trafficking each year!!!) All 50 states have child trafficking problems.
Provocative Topic: Too bad you're thirsty. Too bad you don't have enough clean water.
Believe in Zero
In 1990, 33000 children died each day for preventable causes
In 2010, 21,000
Today, 19,000
PSA about Believe in Zero can be found on YouTube. Funds are: Public Policy and Advocacy; TAP project (water); END trafficking; Trick or Treat (created by Children!); George Harrison Fund(Bangladesh); Eliminate (tetanus)
Meaning of Global Citizenship Wordle: one of them was ACTION. The UN-usf has a definition. They have 8 global fellows in the US.
Film: how the UN teaches GCompetency.
teachunicef.org - lesson plans, issues, videos and more.
Alan November First Five Days
Conversation with a student on "What is school about?" The answer: School is a place where you have to be good at being taught, but not good at learning.
The importance of finding out how your students learn in the first five days of school.
As a history teacher, he requested them to find a picture that shows American History as they see it. Tells them to google American History sites:edu to find more appropriate images. While they search, he watches to see how they find information, the lifeblood of learning for the year. Gather all the tools into one image to show the classroom community: google sites, docs, image collector, Pinterest, google maps (a wonderful tool). Put a pin on a google map of your image, then attach a picture to the pin. Dipity is a timeline tool that allows you to put content on the site, telling you when the images were placed. Ask the kids where the image took place, to learn what they know how to do.
The FFD should be embedded in critical thinking. Day 1 or 2 every kid needs to learn Diigo, for archiving information. (A perfect tool, single most important one for organizing info from the Internet.) you an highlight in Diigo and it will stay highlighted. The kids sign up under the teacher's account, then the teacher has all the things the kids have done when they are not in class. Teachers can sign up for the Education Edition, which is even better. It has a video tutorial. WATCH IT.
Third level of FFD: the creative. To document how a piece is created.
Site:ac.uk file type:ppt "American Revolution." assignment: find the differences in pov from American sites. Site:edu file type:ppt "American Revolution"
Day 5 - present a Skype debate with British kids about questions you cook up, and tell them it's going up on YouTube, it will be public.
The importance of finding out how your students learn in the first five days of school.
As a history teacher, he requested them to find a picture that shows American History as they see it. Tells them to google American History sites:edu to find more appropriate images. While they search, he watches to see how they find information, the lifeblood of learning for the year. Gather all the tools into one image to show the classroom community: google sites, docs, image collector, Pinterest, google maps (a wonderful tool). Put a pin on a google map of your image, then attach a picture to the pin. Dipity is a timeline tool that allows you to put content on the site, telling you when the images were placed. Ask the kids where the image took place, to learn what they know how to do.
The FFD should be embedded in critical thinking. Day 1 or 2 every kid needs to learn Diigo, for archiving information. (A perfect tool, single most important one for organizing info from the Internet.) you an highlight in Diigo and it will stay highlighted. The kids sign up under the teacher's account, then the teacher has all the things the kids have done when they are not in class. Teachers can sign up for the Education Edition, which is even better. It has a video tutorial. WATCH IT.
Third level of FFD: the creative. To document how a piece is created.
Site:ac.uk file type:ppt "American Revolution." assignment: find the differences in pov from American sites. Site:edu file type:ppt "American Revolution"
Day 5 - present a Skype debate with British kids about questions you cook up, and tell them it's going up on YouTube, it will be public.
Provocative Learning - Ewan McIntosh
The amount of choice human beings need is quite high.
Design Thinking begins with immersion, then synthesis, then ideation, prototyping (the you tube video we saw this morning), and feedback. We want the kids to come up with the questions.
After inquiry, making up the question, then you write what you know. Keep a sense of wonder among the kids. Developing questions with post it's then organize the questions, modeling higher order questioning. Two categories: fact based (Googleable) and Not Googleable. The process of coming up with questions is fast, and kids share what they have Googled with their classmates.
The Ungoogleable: discourse, discussion.
Question: what is the difference between Design Thinking and Project Based Learning?
Ewan: you'll never be done learning.
How do you set this up? How do you keep the momentum going?
You have to have provocative questions, and you have to know what skills (from the curriculum map) you want the kids to have down by the end of the unit.
Generative topics rules of thumb:
(See photo)
Humor is provocative.
Ideas: "Shut Up. You're a girl." The provocation for the suffrage movement in history.
Many ideas for planing curriculum at www.NoTosh.com/lab. Also graphic organizers to do it; their ideas of design thinking.
Thinking needs time and colleagues to help with ideas. Tom's book is about coming up with these questions.
Design Thinking begins with immersion, then synthesis, then ideation, prototyping (the you tube video we saw this morning), and feedback. We want the kids to come up with the questions.
After inquiry, making up the question, then you write what you know. Keep a sense of wonder among the kids. Developing questions with post it's then organize the questions, modeling higher order questioning. Two categories: fact based (Googleable) and Not Googleable. The process of coming up with questions is fast, and kids share what they have Googled with their classmates.
The Ungoogleable: discourse, discussion.
Question: what is the difference between Design Thinking and Project Based Learning?
Ewan: you'll never be done learning.
How do you set this up? How do you keep the momentum going?
You have to have provocative questions, and you have to know what skills (from the curriculum map) you want the kids to have down by the end of the unit.
Generative topics rules of thumb:
(See photo)
Humor is provocative.
Ideas: "Shut Up. You're a girl." The provocation for the suffrage movement in history.
Many ideas for planing curriculum at www.NoTosh.com/lab. Also graphic organizers to do it; their ideas of design thinking.
Thinking needs time and colleagues to help with ideas. Tom's book is about coming up with these questions.
Why do we call it one to one in our classrooms?
Heard Alan November speak about the concept of one to one in our classrooms. Why do we call it one to one? Calling it 1:1 is about one person to one device. It should be called one to world because it should not be about the device but about what the device allows us to do. The device allows you to connect to the world. Language is important because it sets the thinking and how we see the use of technology in our classrooms.
One to one takes you down shortsighted path of research, etc.
There are many losses of going to one to one....plagiarism goes up, everyone playing games, more distraction.
1 to 1 makes it about the device and not the world
What makes best case....what we call it. 1. One To world creates empathy, 1 to 1 doesn't.
Keynote Friday
Kathy Kassidy, from Moose Jaw, Saskatchewan!
Authentic learning, from other children (in New Zealand) rather than from a book- an audience around the world, a global community.
Reading blogs, reading tweets: will this change the ability of children to hang onto their attention to read a whole book?
Instead of live visitors, experts, etc., or in addition to them, invite them to come in by Skype.
Photo galleries are a way for kids to record their learning.
Tom Barrett of NoTosh, on Being Curious
George's (his son's) questions tracked and recorded for six months. Like: can computers keep secrets?
"I used to think, but now I know" comes from things that have challenged us.
Other questions: if a pea had a brain, how big would it be? Why do old men scratch their beards when they,re thinking? What is the crumbliest thing in the world? Would you rather show your bottoms to the whole world, or eat a scorpion?
He much of the world can six year olds explain? Know? We need to maintain that constant gaze through apt he child's eyes. KEEP QUESTIONING THE WORLD AROUND YOU- NEVER STOP- I want to put this up in my classroom.
Catlin Tucker: Disruption: Now What?
new Realities:
1. What we create is alive. Using Googledocs keeps the learning current. Kids get real time feedback.
2. Information is everywhere. Kids don't need to amass huge amounts of knowledge; they need to know how to find out, how to evaluate information. Crowdsourcing as a facet of learning.
3. Social media should be leveraged for learning. This makes parents and other teachers anxious. We have unprecedented ability to connect with others outside the classroom. If we teach them how to use it, they will use it richly. Story about Shakespeare sonnet, and learning/ asking all the questions she would have taught them anyway.
4. One student's contributions cannot replace creativity of the group. There is more than one source of information in the room. Take conversations online, where kids jump in who wouldn't necessarily add to a verbal conversation.
5. Our audience is global. It enriches creativity and quality if kids have a digital portfolio that they share with the world. So many ways to record learning!
Alec Couros: Identity Matters
He has 38000 followers on Twitter.
Encourages students to create a digital identity!
Digital Dualism - augments reality
Context Collapse - snap chat, the U C Davis cop who pepper sprayed protestors. You are always on ?Candid Camera
Positive digital identity - the difference between private and public identity
Social media is what humans crave as needs- to share, create, connect
Amy on the fly
History for music lovers on you tube. What is the point of making something if you're not going to share it? What you get in return: connections, feedback, recognition. "Dare to make and share." French Revolution by Lady Gaga. A student wrote the lyrics.
Authentic learning, from other children (in New Zealand) rather than from a book- an audience around the world, a global community.
Reading blogs, reading tweets: will this change the ability of children to hang onto their attention to read a whole book?
Instead of live visitors, experts, etc., or in addition to them, invite them to come in by Skype.
Photo galleries are a way for kids to record their learning.
Tom Barrett of NoTosh, on Being Curious
George's (his son's) questions tracked and recorded for six months. Like: can computers keep secrets?
"I used to think, but now I know" comes from things that have challenged us.
Other questions: if a pea had a brain, how big would it be? Why do old men scratch their beards when they,re thinking? What is the crumbliest thing in the world? Would you rather show your bottoms to the whole world, or eat a scorpion?
He much of the world can six year olds explain? Know? We need to maintain that constant gaze through apt he child's eyes. KEEP QUESTIONING THE WORLD AROUND YOU- NEVER STOP- I want to put this up in my classroom.
Catlin Tucker: Disruption: Now What?
new Realities:
1. What we create is alive. Using Googledocs keeps the learning current. Kids get real time feedback.
2. Information is everywhere. Kids don't need to amass huge amounts of knowledge; they need to know how to find out, how to evaluate information. Crowdsourcing as a facet of learning.
3. Social media should be leveraged for learning. This makes parents and other teachers anxious. We have unprecedented ability to connect with others outside the classroom. If we teach them how to use it, they will use it richly. Story about Shakespeare sonnet, and learning/ asking all the questions she would have taught them anyway.
4. One student's contributions cannot replace creativity of the group. There is more than one source of information in the room. Take conversations online, where kids jump in who wouldn't necessarily add to a verbal conversation.
5. Our audience is global. It enriches creativity and quality if kids have a digital portfolio that they share with the world. So many ways to record learning!
Alec Couros: Identity Matters
He has 38000 followers on Twitter.
Encourages students to create a digital identity!
Digital Dualism - augments reality
Context Collapse - snap chat, the U C Davis cop who pepper sprayed protestors. You are always on ?Candid Camera
Positive digital identity - the difference between private and public identity
Social media is what humans crave as needs- to share, create, connect
Amy on the fly
History for music lovers on you tube. What is the point of making something if you're not going to share it? What you get in return: connections, feedback, recognition. "Dare to make and share." French Revolution by Lady Gaga. A student wrote the lyrics.
Thursday, July 25, 2013
Google Power Search
From MK:
What does this look like for 5th grade? What about scaffolding up to 6th? 7th? 8th?
Creating Student Learning Networks - Kristin Ziemke
Fast-paced and powerful. Lots of things we could easily weave in to what we are already doing (i.e reviving 5th grade blogs)
Big takeaways:
Jen's notes:
https://www.evernote.com/shard/s46/sh/aa949e79-0539-40c5-9645-15a73f30c104/c744e8f9ab86cddc32eb8c7b82239c46
Big takeaways:
- Kids are more engaged when they make personal connections and get feedback from people OTHER than teacher (authors, app developers, parents, friends, etc)
- Use of Twitter in a safe and controlled way gives kids access to experts and current issues they are concerned about
- Using social media tools models positive examples of digital citizenship
Jen's notes:
https://www.evernote.com/shard/s46/sh/aa949e79-0539-40c5-9645-15a73f30c104/c744e8f9ab86cddc32eb8c7b82239c46
A walk around the world with Mark Schulte
We could get together and develop a list of things we want to do with Mark and with Paul, and with Project Zero, who will be inviting classes in the fall. This is a totally exciting project, and so rich that it is hard to navigate through all the organizations that are involved!
A Walk Around the World
One of the most AMAZING projects I have ever heard about! We must make some connections and bring this back to MCDS!
Day 2 - Keynote - Dr. David Weinberger
Jen's notes:
What a fantastic keynote!
https://www.evernote.com/shard/s46/sh/81b1b36c-a8b2-463e-b818-215b6f9ff62d/b3744df2d6bfb55d6a0cf8cda330dd3f
What a fantastic keynote!
https://www.evernote.com/shard/s46/sh/81b1b36c-a8b2-463e-b818-215b6f9ff62d/b3744df2d6bfb55d6a0cf8cda330dd3f
Wednesday, July 24, 2013
Advanced Searching for Inquiry - Mike Gorman
Lots of great nuggets here for searching and for how we can scaffold our media literacy/info literacy in Upper School!
Jen's notes:
https://www.evernote.com/shard/s46/sh/caa1554b-d2f6-4d48-b83a-37aa53ad1db1/65ac74d7006be1138bc037204cca7867
Jen's notes:
https://www.evernote.com/shard/s46/sh/caa1554b-d2f6-4d48-b83a-37aa53ad1db1/65ac74d7006be1138bc037204cca7867
Good Leadership is...
Critical Processes and Decisions for Leadership -- Alan November
Leaders need to:
Leaders need to:
- help colleagues SHIFT CONTROL back to the learner
- run INTERFERENCE for faculty to try new things
- help people develop a global network
- teach teachers to demonstrate HOW they learn
- be willing to MODEL FAILURE
What do YOU think?
iPads for Assessment
Using iPads for Assessment -- Liz B Davis
Lots of great and easy ways to use these apps for formative or summative assessment.
Which ones will we try?
https://www.evernote.com/shard/s46/sh/74fb5096-a017-4075-93cc-66e2896401a8/ffb48c59894d208c571b8fc6bb2223ee
Learn Like a Kid
Learn Like a Kid -- 24/7 Learning Networks w/ Mobile Devices -- Lainie Rowell
Check out her TEdEd talk
http://www.youtube.com/watch?v=VkBg52TTAUY
And her website:
http://lainierowell.com/Portfolio/Lainie_Rowell.html
Here are my notes from her session
https://www.evernote.com/shard/s46/sh/de6a28b3-fb88-4ac5-9f0e-48d6a21650ca/76180ed701047a405262609b29ef855c
Check out her TEdEd talk
http://www.youtube.com/watch?v=VkBg52TTAUY
And her website:
http://lainierowell.com/Portfolio/Lainie_Rowell.html
Here are my notes from her session
https://www.evernote.com/shard/s46/sh/de6a28b3-fb88-4ac5-9f0e-48d6a21650ca/76180ed701047a405262609b29ef855c
Day 1 - Keynote - Yong Zhao
Keynote address by Dr. Yong Zhao--funny, fast-paced and thought provoking statistics!
What are your take aways from this speech?
What are your take aways from this speech?
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