tag:blogger.com,1999:blog-90131181416295747682024-03-13T02:11:59.937-07:00Bosworth's BlogReflections and insights from a classroom teacherUnknownnoreply@blogger.comBlogger14125tag:blogger.com,1999:blog-9013118141629574768.post-64122639909366195632014-06-01T14:14:00.001-07:002014-06-01T14:14:31.289-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<h2 style="text-align: center;">
The Perfect Field
Trip: Everything in Order</h2>
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<o:p></o:p></div>
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May 2013. Time to take our annual
trip to the San Diego Natural History Museum. Payment sent. Check. Chaperones
scheduled and chaperone groups organized. Check. Cafeteria notified. Check. Museum
scavenger hunt printed. Check. <o:p></o:p></div>
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We were ready. Our sixth-grade
teachers could all rest assured that everything was in order for the big day - because
as we all know, while nice diversions from the humdrum-daily-school-routines, field
trips can be sources of anxiety for teachers. However, we had it all: precision,
efficiency, and control.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>But had we
planned everything? If so, why were my students caught throwing paper airplanes
made from museum maps off the second floor balcony on the day of our visit?<o:p></o:p></div>
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What had I done wrong? We
had arranged the logistics, but had we really thought about the learning
objectives? We had ensured that the students would at the very least look at
the exhibits, as they scurried around looking for the scavenger hunt answers.
And the exhibits complemented the science curriculum, right? But what did the
trip mean to the students? Did they feel compelled to explore? What did they
take home? Would they be excited to learn more? I knew something was missing.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>Consequently,
when Kim Douillard at the San Diego Area Writing Project emailed me to find out
if I’d be interested in participating in Intersections, a collaborative project
with the San Diego Area Writing Project, the San Diego Natural History Museum
and the Reuben H. Fleet Science Museum, I couldn’t have responded more quickly
or with more enthusiasm. This was a chance to “reimagine the field trip
experience.” We would take a close look at students’ field trip experiences and
develop strategies for best practices with dedicated professionals. I would
have the opportunity to work with San Diego area teachers and museum staff
educators on five different Saturdays over a six-month period. <o:p></o:p></div>
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In November, we began our journey
of exploration and study. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Next up</b> -<span style="mso-spacerun: yes;"> </span>Just what <b style="mso-bidi-font-weight: normal;">do</b> we want our students to take away?<o:p></o:p></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9013118141629574768.post-87929009968736384462012-07-13T09:25:00.000-07:002012-07-13T13:10:37.594-07:00I'm Gonna Flip (Flipped Learning)<div dir="ltr" style="text-align: left;" trbidi="on">
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It's summertime. It's the time when many people head off to the coolness of a swimming pool to beat the heat. <span style="background-color: white;">I, too, feel like taking a plunge, but it won't involve chlorine. I'm planning on diving into flipped learning - or at least getting my feet wet. </span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">When I first was introduced to the idea of Flipped Learning at the </span><a href="http://sdawp.ucsd.edu/" style="background-color: white;"><span style="color: blue;">San Diego Area Writing Project</span> </a><span style="background-color: white;">(#SDAWP on Twitter), my eyes narrowed and my arms crossed. The idea, I learned, was to assign the instruction as homework, and the practice would be completed at school. Usually, but not always, the home instruction would be delivered through a teacher-created video.</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">I scoffed at the idea of replacing the teacher and classroom discussion with a video. My thoughts went to </span><i>Once again, they're trying to digitize teachers' jobs in order to save money, </i><span style="background-color: white;">and </span><i>Some people always think that digital instruction is the magic bullet</i><span style="background-color: white;">. It reminded me of a classroom that I had witnessed where the teacher proudly presented a lesson that consisted of having the whole class watch a computer "Khan Academy" type math lesson. </span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">I left SDAWP knowing that I'd never use this strategy and thinking it was a "dumb idea."</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">Fast forward to the </span><a href="http://www.iste.org/conference/ISTE-2012.aspx"><span style="color: blue;">ISTE 2012</span></a><span style="background-color: white;"> Conference where the big buzz was all about Flipped Learning. The creators of the approach, Jonathan Bergmann and Aaron Sims, offered several sessions about this new teaching strategy, and at the beginning of the conference, I had no intention of attending these presentations. </span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">It wasn't until my ride home on the first night of the conference with a fellow colleague that I started warming up to the idea. She had attended the first session on Flipped Learning and could see the possibilities. For every negative question that I posed, she was able to answer with a reasonable argument. </span><span style="background-color: white;">For example, because I have 1:1 iPads in my classroom and the students are able to take them home at night, access to the Internet for my students shouldn't be a concern. I also have an after school program in my classroom every day, and students are welcome to stay and use our facilities. I do, however, wonder if students without these advantages should be required to figure out the connectivity issues.</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">Because of her clear reasoning, I decided to attend the next presentation by the authors. Once again, teacher collaboration had opened up new approaches to teaching. </span><span style="background-color: white;">The next day, I not only attended the session, I bought the book</span><span style="background-color: white;"> </span><i style="background-color: white;"><a href="http://www.amazon.com/Flip-Your-Classroom-Reach-Student/dp/1564843157/ref=sr_1_1?ie=UTF8&qid=1342197217&sr=8-1&keywords=flip+your+classroom"><span style="color: blue;">Flip Your Classroom: Reach Every Class Every Day</span>.</a></i><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">I have come away from the conference with persuasive reasons for creating a flipped lesson:</span><br />
The students can rewind and reread a lesson if they don't understand something.<br />
Parents can view the video and better understand what we are doing in class.<br />
If a student is absent, they can read the material and watch the video to catch up.<br />
I can use the time in class to assist my students with mastery of the concepts.<br />
I could use it when I need a substitute teacher<br />
Students have more control over their learning<br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">As I leisurely contemplate my next year's teaching strategies, I'm beginning to develop my first flipped lessons. I'm creating a Google Site for writer's craft where I can explain each craft and offer </span><span style="background-color: white;">simple</span><span style="background-color: white;"> videos. I'll restructure the lessons so that the students will be expected to read the information, watch a video and take notes or write a question about the topic. When they return to the classroom the following day, it'll be my job to make sure that they understand and are able to apply the concept.</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">I'm haven't completely decided to restructure every lesson, but I'd like to experiment with this new approach to teaching. I still have questions. For instance, what happens if a student doesn't complete his homework assignment? Would this add a new complexity my daily lessons? Or could they just watch the video in class and complete any unfinished work on their free time, like they would do for any missed assignment?</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;"> I haven't gone off the deep end yet. </span><br />
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<span style="background-color: white;"><br /></span></div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-9013118141629574768.post-84805827410363066082012-07-05T10:33:00.000-07:002012-07-09T15:07:23.880-07:00Connecting the Learning With Blogging<div dir="ltr" style="text-align: left;" trbidi="on">
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How can I link my students' learning from one year to the next? On the last day of school, I didn't want to sweep up all of our accomplishments and lock up the doors to the classroom. <span style="background-color: white;">Our room was a laboratory for learning, and we need to build on this knowledge. I want to extend our skills by revisiting the students' projects and sharing their skills with the incoming sixth-graders. This idea of year-to-year sharing is not new. Of course, they already know about this in </span><a href="http://www.sharemylesson.com/teaching-resource/Finland-Discovery-through-Technology-50000536/" style="background-color: white;">Finland</a><span style="background-color: white;">.</span><br />
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Over the year, the students and I spent a long time learning the basics of blogging. We thought about the needs of our <a href="http://sites.berwickfieldsps.vic.edu.au/globalone/">Australian</a> audience and how we could best engage and entertain them. For example, t<span style="background-color: white;">hey knew they needed to make their blogs visually appealing, so they struggled over how to include graphics and video into their posts. </span><br />
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<span style="background-color: white;">And although they learned a lot, they encountered many roadblocks. Throughout our trials, we all became problem solvers, and I now have a group of students who are more comfortable with this writing genre.</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">Next year, I'd like to have our students focus on making more connections while blogging. We can start by reading last year's posts, including those of our Australian partners. Reading the writing will help my students formulate questions about their blogging partners. We can also use our student blogs to examine the craft of blogging. </span><span style="background-color: white;">By</span><span style="background-color: white;"> analyzing the posts, </span><span style="background-color: white;">we can have a discussion on what we learned about academic online writing. </span><br />
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We can build on the basics of blogging by creating more Internet connections. Rather than simply writing their own thoughts, they can begin to make connections to other relevant sites through the use of links. They can expand their messages by offering opportunities for further exploration. <br />
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<span style="background-color: white; text-align: left;">Our classroom blogs will be a wonderful opportunity for collaborative learning, both in my classroom and the world at large. </span><span style="background-color: white; text-align: left;">Since I had a fifth-sixth grade combination class, I'll have many of the same students in my classroom. They will be my experts. They will open the doors to the many possibilities of digital writing. </span></div>
</div>Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-9013118141629574768.post-20948561151212586922012-06-16T07:45:00.000-07:002012-07-31T09:03:20.018-07:00Twitter Poetry<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Times, 'Times New Roman', serif;">Twitter is perfect for poetry. I always tell my students that poetry is the writing medium with the most imagery and the fewest words. That's why Twitter works so well. Twitter writers only have 140 characters to express themselves, so they had better make the best of each and every word.</span><br />
<span style="font-family: Times, 'Times New Roman', serif;">The idea of Twitter poetry is not new. Last year, the <a href="http://www.nytimes.com/2011/03/20/weekinreview/20twitterature.html">New York Times</a> had an interesting article on this writing genre.</span><br />
<span style="background-color: white; font-family: Times, 'Times New Roman', serif;">Since my sixth-grade students would soon be moving on to middle school, I asked them to write a reflection of their memories of elementary school. Before beginning the assignment, we discussed the effects of limiting their letters. We looked at mentor <a href="http://www.squidoo.com/100-little-twitter-poems">Twitter poems</a>. We noticed how the character limitations make the poems similar to haiku poetry. These haiku poems even had a name: "twaiku."</span><br />
<span style="font-family: Times, 'Times New Roman', serif;">I let the students decide how to organize their subject matter. Some wanted to write a summary of all their experiences. Others decided to write a snapshot of a moment in time. My only precondition was that they include writer's craft (which we call Super Tricks) in their poetry.</span><br />
<span style="font-family: Times, 'Times New Roman', serif;">The students looked through their writer's notebook for ideas about their poems. They also reviewed the Super Tricks that they had learned throughout the year. </span><br />
<span style="font-family: Times, 'Times New Roman', serif;">As they finished their poetry, they lined up at my desk to post their poems on our classroom <a href="https://twitter.com/#/MsBosworthClass">Twitter account </a>.</span><br />
<span style="font-family: Times, 'Times New Roman', serif;"><br /></span><br />
<span style="font-family: Times, 'Times New Roman', serif;">I was thrilled to see that many of them included metaphor:</span><br />
<span style="background-color: white; color: #333333; line-height: 18px; text-align: -webkit-auto;"><span style="font-family: Times, 'Times New Roman', serif;"><i><br /></i></span></span><br />
<span style="background-color: white; color: #333333; line-height: 18px; text-align: -webkit-auto;"><span style="font-family: Times, 'Times New Roman', serif;"><i>As the lambs go by/ I notice the year is going to end/ I look back at all my memories/ I don't want to let them fly away. JP</i></span></span><br />
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<span style="background-color: white; color: #333333; line-height: 18px; text-align: -webkit-auto;"><span style="font-family: Times, 'Times New Roman', serif;"><i>Days go by like a books pages / as we get to our conclusion / we begin a new introduction. CD</i></span></span><br />
<span style="background-color: white; color: #333333; line-height: 18px; text-align: -webkit-auto;"><span style="font-family: Times, 'Times New Roman', serif;"><br /></span></span><br />
<span style="background-color: white; color: #333333; line-height: 18px; text-align: -webkit-auto;"><span style="font-family: Times, 'Times New Roman', serif;">I enjoyed reading Sienna's poem about a moment in time in the school's garden:</span></span><br />
<span style="background-color: white; color: #333333; line-height: 18px; text-align: -webkit-auto;"><span style="font-family: Times, 'Times New Roman', serif;"><i><br /></i></span></span><br />
<span style="background-color: white; color: #333333; line-height: 18px; text-align: -webkit-auto;"><span style="font-family: Times, 'Times New Roman', serif;"><i>We sit on the stumps/Laughing and joking around with each other/As a circle of friends under a willow tree. SR</i></span></span><br />
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<span style="color: #333333; font-family: Times, 'Times New Roman', serif;"><span style="line-height: 16px;"><br /></span></span><br />
<span style="color: #333333; font-family: Times, 'Times New Roman', serif;"><span style="line-height: 16px;">I realized that the format of a Twitter poem works well when the writer stops the action and writes about a short period of time.</span></span><br />
<span style="background-color: white; color: #333333; font-family: Times, 'Times New Roman', serif; line-height: 18px;">I loved the poems and can definitely see the potential for this medium. Next year, I can use this as a powerful tool for teaching many types of writer's craft. I will devote more time to revising the poems and using them as a strategy for instruction. </span></div>
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</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-9013118141629574768.post-39098588087005293002012-06-03T13:30:00.002-07:002012-06-03T21:09:58.710-07:00Classroom Tweets on Twitter<div dir="ltr" style="text-align: left;" trbidi="on">
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I had big ideas. I could have the students tweet their responses and questions in class during a lesson. Instant feedback! We could experiment with hash tags using ideas from http://www.mrstevewilliams.com.au/2011/07/top12-teacher-hashtags/ They could use the Twitter search engine to look for articles related to research. There was so much to explore.</div>
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I walked into class on Monday morning and announced, "We have a Twitter account!" The students gasped. Their mouths dropped. Smiles spread. The room buzzed with excitement.</div>
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Within fifteen minutes of announcing our new Twitter account, I began to realize how complicated this might be. First of all, the students would all need email accounts, and some parents had were not comfortable with this. In addition, if they allowed their child to have an email, they were not quite ready for their preteen to be experimenting with social media on the Internet, even though Twitter enables users to have a secure and private profile. </div>
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Quickly, I scaled back my plans. The Twitter account would have to serve a different function. It would have to be voluntary and parent approved. </div>
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"Twitter. Really?" began an email from one of my sixth-grader's parents when I began my classroom Twitter account. In response, I quickly sent her a link to 50 Ways to Use Twitter in the Classroom (http://www.teachhub.com/50-ways-use-twitter-classroom) to assure her that we weren't going to be monitoring Justin Bieber or Ashton Kutcher. I let her know that we would in fact be using it to better connect with our parents. I immediately sent out an email to all the parents, explaining Twitter's purpose in the classroom.</div>
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Every day I leave the Twitter site open on Chrome, and I post tweets randomly a couple of times a day. I often tweet about a project or homework assignment. But mostly, I like to capture a moment in time in our day. I am able to give the parents a glimpse into our activities, like the students reading in the shade of an oak tree in the school garden with their book clubs. </div>
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These tweets enable them to see another side to their children. I was able to share a touching moment when a sixth-grader designed a monkey end- of-year card with his kindergarten buddy. These snapshots enhance their connections with their children and their school lives. At the dinner table, they won't ask "What did you do at school today?" They can share specific experiences.</div>
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Twitter has not only improved my classroom and home connections, but it has also created professional connections and opportunities. Next blog: Twitter and professional development.<br />
Visit the classroom blog at https://twitter.com/MsBosworthClass</div>
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9013118141629574768.post-71816945076991589602012-05-29T20:59:00.001-07:002012-07-06T18:54:11.134-07:00India School Visit<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 12pt;"><span style="font-family: Times, 'Times New Roman', serif;">Aaaahhhh, summer: time to relax and enjoy. And if my
husband's consulting business (Customer Centric Selling - Bosworth and Kenney)
should take him to a distant country, I'm going too. <o:p></o:p></span></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-size: 12pt;"><span style="font-family: Times, 'Times New Roman', serif;">Last July, I had the opportunity to travel along with him to New
Delhi, India. Because I teach my sixth-graders about ancient India, I was
familiar with the country's history. I could even sound somewhat
knowledgeable about the Harappan civilization, but really my understanding was
very superficial. <o:p></o:p></span></span></div>
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<span style="font-size: 12pt;"><span style="font-family: Times, 'Times New Roman', serif;">July came, and I was finally going to see for myself what I had
only read about in boring history books. To add to the excitement, I had
set up an appointment to visit an Indian school. Here is my journal entry of my
visit.<o:p></o:p></span></span></div>
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<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;"><br /></span></span><br />
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">July 6, 2011-</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
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<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">I have been told for the past several years
that the Indian schools were light years ahead of the United States in science
and math. Every time I heard this, I defended our educational system and made
assurances that we taught critical thinking skills, as well as equally
important subjects like writing, music, and art. I imagined the Indian children
sitting properly at their desks, repeating the answers to algorithms.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
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<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">It was with these expectations that I set off
to visit Sachdeva Global School. I had chosen this school because of its flashy
web page and commitment to technology-based learning. Prior to coming to India,
I made a bold request via the Internet and asked them if I could drop by their
school for a visit. To my surprise, after reviewing my resume, they agreed.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
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<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">The school is located in a suburban area of
Dehli. Sentinel high rise apartment buildings line the wide streets, which
gives the neighborhood a sense of modernity coupled with orderliness. I entered
Sachdeva Global School, located in a modern two-story brick building, and was
checked in at the guard's station. Several people waited for me at the
reception desk. They looked worried and whispered frantically to each other.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
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<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">Finally, a woman came forth and asked me,
"Didn't you get the director's email? She had to attend to a personal
matter and is not able to be here. Is it possible for you to come back
tomorrow?"</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
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<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">I assured her that I had checked my email
before I left for the hour drive, and had not received any notices. I began to
question whether I had overstepped my bounds. Who did I think I was? Did I
think they would just except any stranger, willy-nilly?</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">I decided to be even bolder, and I asked the
receptionist if it would still be possible to have a quick tour of the
facilities. After more discussion between the staff, two women came out and
said, but of course, they would show me the school. Thus, we set off, one math
teacher, one preschool teacher, and myself, to walk through the pristine
campus. I must have looked like the Cheshire cat; I was grinning from ear to
ear with excitement.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">The school services students from preschool to
high school. Each classroom had twenty-five polite students. (I was told by
another Indian that this private school had difficult entrance requirements and
was quite expensive.) When I walked in to each class, the students all stood up
and in greeted me in unison.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">I was pleased to see that the children still
had to be reminded to walk, just as our students do at my school. However, they
were expected to walk with their hands clasped behind their backs and to greet
the adults as they walked by, using the terms "Ma'am and Sir." They
had impeccable manners.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">In the classrooms, while they used green
chalkboards, they also had Smart Boards. Several teachers gave me
demonstrations of how they utilized this technology to instruct the students.
The teacher would click on a learning topic, and the students would listen to
the automated directions.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">Although I did not see it presented, the math
teacher told me that they also used a strategy called Vedic Math to help the
students access the learning. It is somehow based on ancient Vedic schools of
thought. She was shocked that I had never heard of it.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">The school has two computer labs, but I did
not see computers in the classrooms. One of the teachers told me that the
students were not allowed to bring computers to school, nor cell phones. If
they brought cell phones, they had to be checked in at the office.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">During reading instruction, the students used
textbooks. In fact, as I walked through the rooms, I noticed the teachers using
textbooks for most subjects.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">The teachers are required to post their
monthly syllabus online. The parents can also access the homework worksheets,
including the study guides, and any information about important events.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8ACKLGlmrYblkV0nxqrq1lSgIiuHcdosZWm251Srn_HaD0M-Y2UI-ee562-r6zpYt05ksdAH7VAu72iQrQQFtmZnckNuR9KTK9KNlg9nWAJmSw6q8j5H0u6SqIlaYi30rbMCdvOsg2mc/s1600/DSCN0136.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8ACKLGlmrYblkV0nxqrq1lSgIiuHcdosZWm251Srn_HaD0M-Y2UI-ee562-r6zpYt05ksdAH7VAu72iQrQQFtmZnckNuR9KTK9KNlg9nWAJmSw6q8j5H0u6SqIlaYi30rbMCdvOsg2mc/s200/DSCN0136.JPG" width="200" /></a><span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">The teachers meet often, but not on a
scheduled basis, to collaborate on instruction. They give many formative
quizzes, in addition to summative tests (sorry for the teacher jargon.)</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">The school employs many ancillary staff
members. They include two technology aides, one western dance instructor, a
traditional Indian dance instructor, a piano and guitar teacher, an art
teacher, a roller skating instructor, and a water play aide. I was awed by how
the school encouraged the arts and creative expression. My initial assumptions
were incorrect.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">There is also a language component at the
school. All of the students are instructed in English, although they may be
given assistance in the early grades in Hindi. They also have an option of
learning French, Hindi (written), or Sanskrit as a third language when they
reach the secondary level. I saw children copying English sentences in journals
in the primary grades. I was told that as they progress through the grades,
they write answers to more open-ended questions in their journals.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">The cafeteria looked like a deli. The children
in the primary grades are expected to eat the school lunch, which is carefully
crafted to include healthy foods. Signs are posted all over the school,
reminding the students to avoid junk food.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<span style="font-family: Times, 'Times New Roman', serif;"><u1:p></u1:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, 'Times New Roman', serif;"><span style="color: #1a1a1a; font-size: 12pt;">After my tour, my gracious hosts directed me
back to the reception area, where I was led into the headmistress's office.
They brought me a lovely finger sandwich, along with some cold juice. I was
stunned by their kindness and told them that they must let me reciprocate in
the future.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-9013118141629574768.post-80219033710838849032012-05-27T07:05:00.000-07:002012-05-27T10:43:45.581-07:00Mentor Text and Blogging<div dir="ltr" style="text-align: left;" trbidi="on">
If you walked into my classroom today, you would have seen students grouped around iPads, discussing their blog designs, creating mathematical graphs, conducting surveys, and collaborating on texts. Although to an outsider it might have seemed a little noisy, the students were all focused on the creation of their multinational blogs. There was no need to manage behavior because the students were fully engaged in creating authentic text for a real audience.<br />
<div>
We spent the beginning of this week looking at mentor text of blogs. I knew that many students would not know what a blog was. And if they were familiar with blogs, they would need to become familiar with the craft of writing a blog.<br />
First, we looked at student award-winning blogs at http://edublogawards.com/. The students not only read the blogs, but they were invited to notice the writing craft within the blog. I asked the students to look at the topics. What kinds of topics were selected?<br />
After analyzing topics, we looked at the format of a blog. What kinds of graphics and text did the authors use? The students noticed that most of the blogs used video and pictures. We also looked at the links. Why would someone choose to link something to a blogs? <br />
After our exploration of student blogs, we analyzed a different kind of text at wonderopolis.org. I asked the students to think about the purpose of the blog. They could recognize that while some blogs were written to inform or entertain, others were written to persuade. We agreed that this blog was definitely meant to both inform and entertain.<br />
They began to see that not only would the writers of the blogs need to engage the reader through interesting facts, but that they had to link to the interests of their audience.<br />
We looked at the language within the blogs as well. For example, we noticed that the authors of the blog directly addressed the readers with questions. Since we had analyzed mentor text throughout the year, we already had a term for this type of writer's craft: direct address. We began to see that the craft of writing crossed over to the genre of blogs.<br />
Next, the students paired up and discussed the focus of their blogs. They discussed their audience and its needs. What would interest an Australian sixth-grader? (See previous blogs.) How could they best describe the American culture, particularly the culture of Southern California? </div>
<div>
Through group discussions and teacher conferencing, the students began to develop the focus of their blogs. For example, although several groups wanted to write about American food, they all took different tactics. While some students decided to challenge the notion of American eating habits and describe the smorgasbord of choices that are seen on American tables, others wanted to write about just the American desserts. </div>
<div>
The students also began to develop ways to illustrate their beliefs. On their own, using statistics from the Internet, they began to create representational graphs. They developed surveys and began to include their peers' responses in their writing. They made authentic connections to mathematical reasoning.<br />
At the end of the week, our first obstacle became apparent when the students wanted to embed their videos. Some of the students had created video using iMovie. Because they are not the administrators of the blog, how will they include media? I have decided to go to the experts for answers. <br />
To see our results, go to http://sites.berwickfieldsps.vic.edu.au/globalone/</div>
</div>Unknownnoreply@blogger.com5tag:blogger.com,1999:blog-9013118141629574768.post-70525412694303254142012-05-16T10:00:00.002-07:002012-05-16T12:25:32.164-07:00Cross-Cultural Blogging<div dir="ltr" style="text-align: left;" trbidi="on">
We are on a journey. We are crossing the great Pacific Ocean to make new friends and learn about another culture. We are going to examine our preconceived notions about Australian everyday life and help our new friends understand us. Our Southern California students are also going to provide insights about local food, school life, and after school activities. And we're doing it all from our classroom in San Diego. <br />
Thanks to the expertise of Dale Mills from Berwick Fields Primary School in Australia, our classroom blog has recently launched and is ready to sail. As a class, we decided on our first discussion topics, and the students have paired up in writing teams. We decided to focus on daily life, but within this category, the students are focusing on subtopics and narrowing their focus. Some of the students are eager to dispel the myth that all Americans eat junk food, while acknowledging that too many of us do make poor eating choices. Other students want to give a school tour and send pictures of our learning lab garden. Still others are eager to show how they spend their time after the last school bell has rung. They're eager to write because they know that someone will be reading their writing and responding.<br />
Today we will review blogging safety rules and maybe add to the list. The students will visit Microsoft's blogging safety tips site at http://www.microsoft.com/security/family-safety/blogging.aspx. Because we want the students to practice good digital citizenship, we'll look at http://www.commonsensemedia.org/educators/middlehigh_poster#.T60YbBgPCik.twitter <br />
After reviewing these sites, the students will look for good examples of student blogging. We'll use it as mentor text to help us examine the craft of blogging. Just as we look at professional texts for craft, I will invite the students to notice examples of good digital text. We'll share our observations in classroom discussions, and we'll begin to organize our thoughts by creating prewriting webs.<br />
Tomorrow we'll continue our international adventure. No passports required.<br />
<br />
<br />
<br />
<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9013118141629574768.post-29210965257173127372012-05-14T19:40:00.000-07:002012-05-15T09:03:31.002-07:00San Diego Writing Project - Writing With Technology For Change<div dir="ltr" style="text-align: left;" trbidi="on">
If you're interested in becoming a more proficient writing teacher who incorporates technology, sign up for the San Diego Area Writing Project's Writing With Technology. We'll be diving into blogs, Twitter, Google Documents, mobile applications and digital media. You may know about them, but are you using them effectively in the classroom? Wouldn't you like the time to explore these technology opportunities? Summertime in San Diego, California - what could be better!<br />
Go to the following link for more information:<br />
http://sdawp.ucsd.edu/programs/open-institute-programs/index.html#http://sdawp.ucsd.edu/programs/year-round/index.html</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9013118141629574768.post-57583592370532550722012-05-14T07:03:00.000-07:002012-07-09T15:11:45.864-07:00Don't I Know<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRYHNArG6iCiatmVmaJ5s4PB2v4ejVjDtBHUoJc65kSYGU3pnaHdqMbcMciDS4Kqr1ssr6ZP2_Op1dxLU47gqAWPRIkQYuLFuYu0jqC_3cJDmVJPpWv3j4R-6xDmJeBgxCq6fK9yvaiWs/s1600/3577536-geography-teacher-showing-something-to-students-on-the-world-map-1.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRYHNArG6iCiatmVmaJ5s4PB2v4ejVjDtBHUoJc65kSYGU3pnaHdqMbcMciDS4Kqr1ssr6ZP2_Op1dxLU47gqAWPRIkQYuLFuYu0jqC_3cJDmVJPpWv3j4R-6xDmJeBgxCq6fK9yvaiWs/s200/3577536-geography-teacher-showing-something-to-students-on-the-world-map-1.jpeg" width="200" /></a></div>
<br />
How many times have I struggled with a technology issue, only to have my students come to my rescue?<br />
As an example, the other day my class was creating silhouettes of themselves for an art lesson. And I, rushing as always, resigned myself to the fact that I didn't have enough mirrors for them to use for the project. Once again, my students came to my rescue. "Ms. Bosworth, we can use our iPads!" Of course we could. It was a simple solution that I had overlooked. <br />
Technology sources beg for new approaches. And as my students become more technologically proficient, I have to let them become the teachers and problem solvers. Whereas at the beginning of the year I had a few students volunteer as "iPad specialists," I now can rely on a cadre of students for answers to technology problems. My own resources have grown.<br />
<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9013118141629574768.post-88726837521200332442012-05-13T20:39:00.000-07:002012-05-14T17:57:19.695-07:00Blogging or Bust<div dir="ltr" style="text-align: left;" trbidi="on">
I was determined to figure out why everyone was so excited about blogging, so throughout the year I occasionally would get a day off and set up a blog. Consequently, before I knew it, I had dabbled in way too many blogs.<br />
I had to get them under control. I have, therefore, set up a "master control board" and cleaned out the clutter. <br />
<div>
I have arranged all of my blogs on my Wordpress Site, and narrowed them down to a book blog, a poetry blog, my reflection blog and a cultural exchange blog. </div>
<div>
My student poetry blog was designed as simple way for my students to publish their work. This blog encourages self-expression and promotes a love of poetry. The students see themselves as poets.</div>
<div>
The book blogs gives the students the opportunity to share their favorite books. If they are stumped for a next book choice, they can look through their peers' recommendations. ( I know that I always look through the clerks' recommended books at Barnes and Noble or Powell's when I am in need of a new book.) </div>
<div>
At first I simply asked that the students write about their favorite book. I left the details very open-ended. Their responses were fairly minimal. I realized that just as with any assignment, the students needed direct instruction with technology writing. Furthermore, while blogging with another school, I gathered some ideas for better responses. Of course, mentor text is as important in technology applications as it is in any kind of writing. </div>
<div>
I include this blog on my Wordpress site. It's important for my students to see that I am writer and blogger. I also have realized the "ins and outs" of writing on a blog. I needed to be a writer to truly understand all that blog writing entailed.</div>
<div>
Lastly, we have established a cross-cultural blog exchange with a school in Australia. This was surprisingly easy to set up through the Skype Educators website. The goal is to exchange cultural ideas and customs. </div>
<div>
Both schools will post three to four topics each week, and the students will work in partners to write articles. This will be an incredible way to end the year with my class. As they prepare to venture out to a bigger world, they will have the opportunity to explore the world through discussions on this blog. </div>
<div>
<br /></div>
</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9013118141629574768.post-55782385024239049812012-05-13T20:17:00.000-07:002012-07-09T15:12:05.695-07:00Doing the Edmodo Shuffle<div dir="ltr" style="text-align: left;" trbidi="on">
<b>Doing the Edmodo Shuffle</b><br />
<div>
Edmodo has been a wonderfully easy teacher tool. You simply create your group and share the code with your students. You can then create an assignment or quiz by naming the assignment, describing it, establishing a due date, and assigning it to a group. </div>
<div>
My groups have included sixth-grade reading, text organization, and vocabulary. I have used it for everything from blogging, written assignments, and quick vocabulary quizzes. Not only do I love how easily I can check to see who has turned in the work, but I appreciate how it calculates the scores of their work. Also, the students can quickly see how well they did on their assignments.</div>
<div>
<br /></div>
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</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-9013118141629574768.post-66981524826661436532012-05-13T19:52:00.000-07:002012-07-16T20:17:46.731-07:00Living in the Rabbit Hole<div dir="ltr" style="text-align: left;" trbidi="on">
<span class="Apple-tab-span" style="white-space: pre;"> </span>Maybe it's because my iPad has been loaded with over one hundred applications. Maybe it's the fact that I keep collecting professional texts on digital learning and now could open up an online bookstore on this topic. Or maybe it's simply because of the unlimited resources available to teachers on the Internet. Whatever the reason, I have sometimes felt overwhelmed with an educational technology malady: digital-itis. The symptoms of this illness include, but are not limited to, clicking on random technology emails; cruising educational Twitter feeds related to technology; playing random learning games through iPad applications; reading every New York Times article related to education and computers; and wasting hours of time with free technology sites for teachers. If unattended, this illness can lead to random computer activity, with limited connections to my teaching objectives. <span style="font-size: 100%;">As a result, at the beginning of the year I decided to concentrate my efforts in three areas: Google Documents, blogging, and digital media.</span><br />
<b>Google Documents </b><br />
<div>
<span style="white-space: pre;">A good first step</span> for anyone jumping into technology is Google Documents. Although my district provides Google Document accounts, previous to this year, my students had only used it as a document cloud where they could easily access their assignments from home and school. In addition, they used Google Documents as a collaborative tool, working on projects simultaneously in groups in our Mac computer lab, using the share function. <br />
Although my grand design was to use Google documents as paperless site, my students and I came upon a major glitch: iPads and Google Documents are not fully compatible. For example, while the students could write on Office HD using their iPads and there was a direct link with Google documents, there was no share function. Thus, my students were not able to create a document and share it with me on Google Documents without copying it, going through the Internet, and opening Google Documents.<br />
In addition, the document formatting was compromised when the students composed on Office HD and sent it to Google Documents. Essays would not stay aligned and poems could be scrambled. Only using this strategy, could they enable the share function.<br />
I had to resign myself to the fact that Google might best be used as a document storage site. I did, however, find another way to incorporate Google technology into my twenty-first century classroom.<br />
<b>Google Sites</b><br />
This year we used Google Sites for creating group projects. <span style="font-size: 100%;">In order to accomplish this, I had to first set up the student accounts as though I was the administrator. This meant that I could ultimately keep control of the contents of each group's site. </span><br />
<span style="font-size: 100%;">At the beginning of the project, I identified technology leaders and set up groups of four around these students. I let the groups choose a hominid species and create a wiki about their topics. </span><br />
<span style="font-size: 100%;"><br /></span><br />
<span style="font-size: 100%;">Examples of these are the following:</span><br />
<span style="font-size: 100%;">https://sites.google.com/a/eusd.net/cro-magnon/tools-and-fossils. </span><br />
https://sites.google.com/a/eusd.net/homo-erectus-group-1/home<br />
<br />
Even though our word processing journey was filled with trial and errors, the students have been able to use Google Documents as a cyber storage space and access it from multiple locations. In addition, they have collaborated on wikis and published their learning on Google Sites. The emphasis has been on publishing and sharing - two important skills on the new Common Core Standards.<br />
My search for greater ease in recording keeping led me to Edmodo.<br />
<br />
<br /></div>
</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9013118141629574768.post-25034265667866726282011-12-15T19:32:00.001-08:002012-04-13T08:37:35.332-07:00Creating Neural Pathways<span style="font-style: normal; ">Creating Neural Pathways<br /><br />Last year, the city of Encinitas passed a bond initiative that would infuse the district with $44 million. This meant that the schools would be able to purchase much needed technology for all nine elementary schools. Furthermore, each school would select a grade level for an “iPad deployment.” At the end of the 2010-2011 school year, my principal announced that I was one of the lucky ones: Every student in my sixth-grade class would have access to an iPad.<br />To me this meant no more jockeying for time in the computer lab. I would no longer have to worry if the computer lab would be occupied with twenty second-graders, eager to practice their computer skills when my students needed to finish an essay. Most importantly, my students would be able to easily access computers for research and compositions. All of the students would have a level playing field, regardless of their socioeconomic status.<br />To prepare for this new learning environment, and armed with ideas from the Writing Project, I began researching best practices and strategies for teaching writing through technology and started reading various professional journals on digital writing. These included </span><i>iWrite</i> by Dana Wilber (Heinemann, 2010), <i>The Digital Writing Workshop</i> by Troy Hicks (Heinemann, 2009), and <i>Because Writing Matters: Improving Student Writing in Online and Multimedia Environments</i> by Danielle Nicole DeVoss, Elyse Eidman-Aadahl, and Troy Hicks (John Wiley& Sons, Inc., 2010) With a million ideas swirling in my head, I knew I had to narrow my teaching focus. I concluded that if my goal was to incorporate technology into my writing instruction, I could start with three manageable applications: Google Documents, blogging, and digital media.<br />Complementing these texts, I also had the opportunity to explore technology-based learning strategies during four Saturday study groups at the San Diego Area Writing Project. My group read and discussed the book <i>Now You See It: How the Brain Science of Attention Will Transform The Way We Live, Work, and Learn </i>by Cathy N. Davidson (Viking, 2011.) During these monthly meetings, I met with teachers throughout San Diego County to discuss possible technology writing applications. Sometimes we watched videos of schools where technology is embraced and students are experimenting with digital writing. At one meeting, we watched a Ted Talk featuring Thomas Suarez, a twelve-year-old wunderkind, who had developed popular applications for iPads. He encouraged teachers to facilitate technology learning and to release the role of expert. Several of us commented on how old we felt.<br />At other times in our study group, we explored our fears and hopes for implementing these twenty-first century skills. We shared these feelings on chart paper and included our favorite quotes from <i>Now You See It: How the Brain Science of Attention Will Transform The Way We Live, Work, and Learn</i>. For example, we considered the implications of Davidson’s assertion that “the skill of the twenty-first century is the ability to learn, unlearn, and relearn.” Moreover, we discussed the implications of current brain research that suggests that humans create neural pathways when a new skill is learned, and we had to throw out old learning in order to assimilate the new knowledge. The implications for our teaching were that we too would have to toss out some of our old strategies.<br />We also analyzed a chart for reading, literature, writing, speaking and listening that listed common core technology standards with grade specific descriptions. We talked about the natural progression of these standards throughout the kindergarten, fourth, eighth and twelfth grade curricula. We discussed the strands of technology requirements for these areas, along with the requirements in the various content areas. <br />Armed with the knowledge of these future obligations, I began to change my method of instruction. Because my sixth-graders had ready access to iPads, I was able to purposefully weave technology into the established curriculum. Every day, I approached my lessons with the thought of incorporating this wonderful opportunity. The inclusion of the iPad was seamless and natural.<br />In August, my first plan of attack in my classroom was to establish Google Document accounts for all my students. During social studies, since all of the sixth-graders had accounts, I was able to have the students create wikis through Google Sites. The students focused on particular hominid groups and became experts on their topics by answering essential questions. While studying prehistoric humans, each group chose a hominid, conducted research, divided tasks, and jointly wrote informational text about their topic.<br />As a class, we visited other wiki sites for mentor text. I asked the students what they noticed about the professional wiki sites. They commented on the relevancy of the graphics and the page organization. We discussed their plans for creating cohesive pages. In order to control the content, I started the sites through my Google account.<br />The students were eager to tackle the assignment. They divided the jobs and worked collaboratively on their sites. Some of them asked to come in during their recesses and lunches to work. Most of them seemed motivated to work in this new medium.<br />On presentation day, I had mixed success. Some groups were fully functional, while others struggled with the differences in technology and academic proficiencies. Several of the groups were able to rise to the occasion and present polished wikis. Others, however, presented wikis that were unedited and sloppy. Overall, groups benefited if they included students whose families owned computers and had access to technology. <br />Privately, students approached me with concerns about their fellow group members. I heard complaints like, “ Ms. Bosworth, there are a couple of kids who haven’t done their jobs. Is my grade going to go down?”<br />I realized that we all needed more time. I eased post-presentation fears by offering the another class session to clean up their documents. The students and I all breathed a sigh of relief.<br />We had all learned some valuable lessons. My technologically proficient students learned that their success as a group was dependent on the students with the greatest needs. They had to support the students who were not adept at manipulating the technology. Conversely, some of the less technology proficient students learned valuable technology tools. All of the students finally understood that this new technology would support valuable learning opportunities.<br />In reflection of this assignment, I believe that the students’ technology abilities greatly improved. They collaboratively wrote about their hominids and learned the mechanics of creating an Internet document. They learned to group their ideas by themes and to paraphrase information. If they had struggled, it was because they needed more time to edit and revise, similar to any other writing assignment.<br />We plowed ahead with our acquisition of technology-based skills, and I sometimes ventured out of my three original commitments. For example, the students used iPad applications such as Sketchbook where they drew symbols to illustrate the gifts of the Nile River. This meant that they sketched rough symbols such as papyrus, sesame seeds, baskets, ropes, and transportation systems on their iPads with their fingers. The drawing assignment was particularly helpful for English language learners who were able to research difficult vocabulary terms and subsequently create meaning through pictures. However, I learned that allotting forty minutes for this activity was woefully inadequate. Instead they needed an hour and a half, way more time than I had planned. And in fact, I began to realize that many of the digital activities often took longer to produce. I would have to carefully choose which apps to use for important subject matter.<br />Another goal of mine was to create online communication opportunities. Since I had already set up the Google Doc accounts, my team teacher Lisa and I asked the students to develop responses to literature in book club groups. The students chose popular well-written books, like Newbery Award winners, and were assigned groups based on these choices. They were told to complete several standards-based tasks as they read through the novels. They composed these responses collaboratively and simultaneously using the Google Docs sharing feature. They could actually see their own cursors move as another student contributed to the document.<br />The effect of this collaboration was immediate. Students jointly hunted through the books to find the best ways to support their assertions. They reread and revised their work, collaboratively including academic language. Each student benefited by having immediate responses from their peers.<br />The students also dove into blogging. After reading a few newspaper articles on the Internet, the students wrote responses during writing class to an Edmodo.com blog prompt. I asked the students to answer four essential questions about newspaper articles: What do you notice about a lead story in a newspaper? How is it written? How much dialogue is used? What do you notice about the title?<br />I wanted to see if I could use the same strategy that Jeff Anderson uses in his book Everyday Editing (Stenhouse 2007), and I invited the students to notice journalistic writer’s craft. Since the students had been using this strategy to analyze grammar usage and other types of craft from the beginning of the year, I hoped that they would be able to transfer this skill to the newspaper genre.<br />The format of the blog was exciting for the students. A couple of them were excited because as they told me, “It looks just like Facebook.” I told them that it did indeed, but they would have to remember their audience. I reminded them that this was an academic assignment, and they should use academic language in their responses.<br />The students’ responses were, for the most part, thoughtful. For instance, one student estimated the amount of dialogue in the article. She guessed that at least eighteen percent of the article was dialogue. Another student wrote, “The lead story has to be something that people would really be interested in hearing about.” One student replied to another student’s comment and told her that she had repeated herself and instead could add details to her response. Many of the students replied to a student with a written pat on the back like, “Well-written!”<br />Although the iPads have been an incredible supplement to the curriculum, they have not come without glitches. Sometimes, the students were frustrated because they had problems accessing their work on Google Documents; the students would lose their work in cyberspace. Or, the since the students couldn’t see the cursor move when another student wrote on a shared Google Document, they would resign themselves to creating their compositions in the computer lab.<br />Throughout this technology adventure, I have come to realize that I couldn’t and shouldn’t have all the answers. We now have an established procedure for questions: First, they should ask someone nearby. Next, they should look for what I call an “iPad specialist.” These are students who have immersed themselves in technology and usually can be counted on to have an answer. Their last resort should be the teacher.Unknownnoreply@blogger.com3