Observation Video – Elementary Math
This is a fairly straight forward classroom observation video aimed at helping teach our admins about gathering data. The focus of this particular video was engagement. I’ll be posting the pre-observation interview later.
This is part of our revamped professional growth process. It’s pretty interesting if you’re into that kind of stuff. If you are that kind of person, there’s a lot more information about what we’re doing here.
Ok, so that wasn’t the original TED title but I like mine better (it’ll make sense if you’ve ever gotten one of those “amazing fact” emails). This is an old TED video from way back in 2005 but this one portion really hits home with me. I started to transcribe the notes and then got lazy- so my non exact notes are below and the video clip is embedded. I trimmed it to 3:30 but the whole thing is interesting, especially when looking back at 2005 and thinking how much more enmeshed in networks we have become and how much print journalism has continued to change. duck echos Rough notes for those who will never watch the video It’s easy to believe networks are good. The dark side, the more tightly linked we become the harder it is to stay independent. A network is not just a product of its component parts, it is something more than that. The problem is that groups are only smart when the people in them are as independent as possible- paradox of collective intelligence. Networks make it harder for people to think independently because they drive attention to the things the network values. one of the phenomenons – meme gets going it’s easy to pile on, that piling on phenomenon, that essentially throws off […]
Clarence Fisher of Remote Access has been kind enough to work through some thoughts on creating a classroom studio on his blog. I find his insights and questions helpful as I try to more fully realize my goal of making my classroom more construtivist and less legalistic. I can’t help but pine for what he is attempting as I look ahead toward two major standardized assessments this year. While I wish for more freedom to give my students space to explore their interests and see the power of language, my time is being chipped away to make standard-based assessments, test and quizzes that mirror the state assessments, and lessons that teach a narrow set of concepts that every eighth grade student must have minimal mastery (lord, is that an oxymoron or what?!). Sometimes I feel like Moses as I look at all the amazing potential technology has to frame real learning (skills and desire as opposed to lists of concepts, etc.). Moses asked god to let him see the promise land even though he knew he would never step foot in it. I look at the “put out the fire” mentality of education today and get impatient and frustrated. A quick pedagogical revolution (another oxymoron) could unleash a time of learning not seen since The Enlightenment, yet I sit on […]
Shareology.org– A free resource made available by the Nicholas Foundation. There are a number of things going on there but the one I was really interested in is designed to enable large scale resource sharing, communication and cooperation among teachers. We were starting to cobble together a way to share, tag, rate, and review lesson plans and resources between our Instructional Technology Trainers. Shareology is offering a hosted package designed to help teachers do exactly this. It also supports variable levels of security, easy to set up user groups, blogging and discussion boards. There’s an example site for math teachers in a district similar in size to HCPS (50,000 or so). It’s a little locked down in terms of privacy but that’s one option some people will like. The fact that it’s free and hosted would make it ideal for a lot of places with over stretched IT departments and tight budgets.