tag:blogger.com,1999:blog-51233271063747531552024-03-05T13:57:31.815-07:00My Beautiful Planet EarthNoreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-5123327106374753155.post-77018292945897845572013-07-04T09:12:00.001-06:002013-07-04T09:12:19.198-06:00Revolution<div dir="ltr" style="text-align: left;" trbidi="on">
What Alan November, in <u>Who Owns the Learning?</u> is really calling for is a revolution. By revolution I mean a change in a socio/political institution. And the institution I am talking about revolutionizing is education, as we know it today. We are in some phase of a revolution already, but it is slow, and cumbersome, and we are fighting, and we are loosing site of the point--purposeful work/learning for school-age children. The revolution calls us to, "use social media, mobile devices, and other information and communication tools to enable kids to make contributions to their classrooms, their communities and across the globe." The revolution asks us to, "take technologies out of the project mold and make them a fundamental part of the learning experience." Take those "thousand dollar pencils" and use them to give kids responsibility for collaboration, contribution, and research in and for their learning.<br />
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Mr. November has a path for that revolutionary change--"by focusing on information systems and the flow of communication, we can define and develop a new educational framework." "Guide students in the complex tasks of innovation and problem solving, and in doing work that makes a contribution to the learning processes of others." Trade the incentives of grades, and other intrinsic and extrinsic rewards for the incentive of meaningful, purposeful work/learning for authentic audiences. Mr. November calls for kids to leave a legacy, make a mark, and that means making school "work"/ learning mean something. All this while still teaching/learning the curriculum <i>with</i> student ownership of experiences that build, deepen, and grow understanding.<br />
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So what is standing in our way? Why are we only in a phase of the revolution? Why are we still fighting? Why is the process cumbersome? Why are we in danger of losing the point--purposeful work/learning for school-age children? Well, change is hard--yada, yada, yada. I say giving up control is hard and this revolution is really about who has control, who wants control, who the control should really belong to. We serve to many masters--the nation (the common core, the "Secrete Sixty" people who are writing standards for the nation--haven't heard of this? go to <a href="http://blogs.edweek.org/teachers/living-in-dialogue/2009/07/national_standards_process_ign.html" style="background-color: white; color: #1155cc; font-family: '.HelveticaNeueUI'; font-size: 12.727272033691406px; white-space: nowrap;" target="_blank">http://blogs.edweek.org/<wbr></wbr>teachers/living-in-dialogue/<wbr></wbr>2009/07/national_standards_<wbr></wbr>process_ign.htm</a> for an Education Week Teacher blog post) the local district, the local school, the community...need I go on. We have lost site of the one master we should serve--KIDS!<br />
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Mr. November has some great ideas for revolutionizing things...I say we drop all these other interests in deference to the one and only interest that counts--purposeful work/learning for school-age children that leads to legacy and global contribution.</div>
Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com6tag:blogger.com,1999:blog-5123327106374753155.post-89621372664701216552013-06-12T06:52:00.002-06:002013-06-12T07:01:31.805-06:00My Summer Reading Stack<div dir="ltr" style="text-align: left;" trbidi="on">
Here is my summer reading stack. Sad to say I am not really jazzed about any of my choices. I am reading to learn more about PBL so that I can think about the differences between PBL and Expeditionary Learning. The rest...just happen to be on my coffee table. Hope to adopt book ideas from others.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWxGuK6T9r1ZokN27Y-HorM8TMo9-1jFnaVvk6cjVSKZLM-MkHtYEiqu9vQ_LKwb1FMT8ZoCCZAHvkaO1UzX1ZMI7-bS2lmocbjfIJ7AVC0ZVj_7xCAKxCTLdPnM6KZsaaurk3DmUgeNT3/s1600/qual+quest.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWxGuK6T9r1ZokN27Y-HorM8TMo9-1jFnaVvk6cjVSKZLM-MkHtYEiqu9vQ_LKwb1FMT8ZoCCZAHvkaO1UzX1ZMI7-bS2lmocbjfIJ7AVC0ZVj_7xCAKxCTLdPnM6KZsaaurk3DmUgeNT3/s1600/qual+quest.jpg" /></a></div>
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This next one is really quite interesting...I am finishing it up<br />
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I've seen this on other reader's lists<br />
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One more I started and intend to finish<br />
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Two new ones<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXKMQIFaNBe2TPoP1cIb_nNNMq4mZN0UI4DLI903Y3g6UZXkrfIdlFX9ySC1SQbFx-HgukR83et8aEFYX0sFAnDBuS7Eu5D5T50zLNaD8Xn2Zb5_GnuwH1KkR5j-sRVO4ygzmUKmgBt1lj/s1600/ignite+passion.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXKMQIFaNBe2TPoP1cIb_nNNMq4mZN0UI4DLI903Y3g6UZXkrfIdlFX9ySC1SQbFx-HgukR83et8aEFYX0sFAnDBuS7Eu5D5T50zLNaD8Xn2Zb5_GnuwH1KkR5j-sRVO4ygzmUKmgBt1lj/s1600/ignite+passion.jpg" /></a></div>
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And...because we (as a school) do so much of this.....<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB0rs8NC6rGtD2Rgf_hmwbMC_AjUys8bcDPiTZttx2J01K3ojoSwjhPwk6PYlxeH0ZsolJYMfIo1cSRwLMluHNfPfgCOyO-sPxLUEenpGDY7Y5Qabc4Ux7bZOKE5DLomU_CMNBWBmzBowR/s1600/rubrics.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB0rs8NC6rGtD2Rgf_hmwbMC_AjUys8bcDPiTZttx2J01K3ojoSwjhPwk6PYlxeH0ZsolJYMfIo1cSRwLMluHNfPfgCOyO-sPxLUEenpGDY7Y5Qabc4Ux7bZOKE5DLomU_CMNBWBmzBowR/s1600/rubrics.jpg" /></a></div>
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I would like to say that I have read<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiILRVt8YM7AGINcXoLhtDwQmLDDh099VZO9tD7LsI8yarC87YlfvninMQ-GIujXgZqesAGd7xwCpNwtdtmRWNuSoHosKLqPShMYiaNvS5L_hDfRnjJOlwyOH8sBxtj9Zvf5syD1n5M23gZ/s1600/notice+and+note.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiILRVt8YM7AGINcXoLhtDwQmLDDh099VZO9tD7LsI8yarC87YlfvninMQ-GIujXgZqesAGd7xwCpNwtdtmRWNuSoHosKLqPShMYiaNvS5L_hDfRnjJOlwyOH8sBxtj9Zvf5syD1n5M23gZ/s1600/notice+and+note.jpg" /></a></div>
and<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgop_4PtWUHgZ1Bzv7iRqZEUYjrYJPLmVWeuabZexmetR3bGRVBJkTfpScpIj3_xKL4ywqlMu_a8JS0EtgWu0cgCAPrJQI8RRKt2B-J2Qn8VfMx5mILrFL-D8f4NrTb0sDNen7AeYHFMV1N/s1600/essential+questions.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgop_4PtWUHgZ1Bzv7iRqZEUYjrYJPLmVWeuabZexmetR3bGRVBJkTfpScpIj3_xKL4ywqlMu_a8JS0EtgWu0cgCAPrJQI8RRKt2B-J2Qn8VfMx5mILrFL-D8f4NrTb0sDNen7AeYHFMV1N/s1600/essential+questions.jpg" /></a></div>
and finally<br />
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Oops! one more<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib0YI6-5SZmRa_qyJmfB1fJeW9g29b80svkmTx2LxyFW-X6VhQjKUevsznl4TQ_4i4h3akEzxpTefeahy9sEhmuAF-bwlc3fc4dAdHkW7Sup_xVpH0DMxlsSPnNyR6tPpqNIYvuvxNj2HV/s1600/high+impact.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib0YI6-5SZmRa_qyJmfB1fJeW9g29b80svkmTx2LxyFW-X6VhQjKUevsznl4TQ_4i4h3akEzxpTefeahy9sEhmuAF-bwlc3fc4dAdHkW7Sup_xVpH0DMxlsSPnNyR6tPpqNIYvuvxNj2HV/s1600/high+impact.jpg" /></a></div>
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I would recommend all four. I'm looking forward to other choices and the discussion!</div>
Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-2986027374716672512012-10-06T07:25:00.001-06:002012-10-06T10:16:52.344-06:00Mentor Texts...They ARE Just For Kids<div dir="ltr" style="text-align: left;" trbidi="on">
Why Patricia Polacco, Cynthia Rylant, and other outstanding authors make are great mentors for writers and, a the same time, frustrating mentors, and what to do about it.<br />
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What I've learned in the month of September from PLCs at my school:<br />
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<ul style="text-align: left;">
<li>Mentor text are important</li>
<li>Mentor text need to be within the ZPD of the learner</li>
<li>Mentor text need to be closely aligned with the learning</li>
</ul>
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Imagine you are a second grader. You are studying true-stories-that-were-important-enough-to-write-about (personal narrative). Your teacher reads some Patricia Polacco stories like <u>Thunder Cake</u> or Cynthia Rylant stories like <u>When the Relatives Came</u> both captivating, well organized, shining examples of true-stories-that-were-important-enough-to-write-about "Ahh" you say. "Those are great stories. I liked them, especially the breathing part in <u>When the Relatives Came</u>, and," you think, "I was scared right along with the character in <u>Thunder Cake."</u> Your task is to write a true-story-that-is-important-enough-to-write-about, You can think of some things, you make a list...so far so good. You know what the story is supposed to look and sound like because you've experienced Pollaco and Rylant. The big cliff and the heart of the frustration comes when you, the second grader try to make you writing look like and sound like Polacco or Rylant and can't come close. What do you say to yourself? "I can't. I don't like to write. I am not a writer."<br />
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Different mentor text to the rescue!<br />
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Imagine you are a second grader in a class where teachers understand scaffolding the mentor text in the same way they understand scaffolding learning experiences in other areas...these teachers understand how important ZPD is! These teachers still read Patricia Polacco, and Cynthia Rylant, AND these teachers show you and your classmates what true-stories-that-are-important-enough-to-write-about look like when second graders write them. Teachers might say, "Listen to these stories. They are true-stories-that-are-important-enough-to-write-about written by second graders just like you!" You think, "Ahh! Those are great stories. The things that happen in them sound like things that I have done or my family and I have done." Your task is the same; write a true-story-that-is-important-enough-for-you-to-tell, but this time you think "I can. I like to write. What I write can look and sound like that. I am a writer"<br />
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That is just what teachers at my school have done. Regardless of grade level teachers are using mentor text created by student writers from past years. These teachers had the foresight to save exemplary text because they understand that mentor text needs to meet the writer where he/she is and then lift them up.</div>
Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com4tag:blogger.com,1999:blog-5123327106374753155.post-41872894248838923552012-09-03T06:04:00.000-06:002012-09-03T17:30:09.379-06:00<div dir="ltr" style="text-align: left;" trbidi="on">
<b><span style="font-size: large;">I Just Read Another Book---<u>Creating Innovators</u> </span><span style="font-size: x-small;">The Making of Young People Who Will Change the World,</span><span style="font-size: large;"> by Tony Wagner</span></b><br />
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<b><span style="font-size: large;"><br /></span></b>
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<b>First of all</b>...my only 'Duh why didn't I think of that?' moment came when I noticed the QR codes in 'tag' format embedded in the book...what a great idea...elementary teachers whose kids write text for an audience...are you listening...it is easy to do?!<br />
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<b>One thing that stuck with me through the whole book:</b><br />
Play, passion, and purpose are what humans need to engage in in order to create and innovate, period. That of couse begs the existence of time and opportunity and the KIND of structure that allow for the big three.<br />
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<b>One push back I have: </b>The all pervasive, and not just in this book, but in all that we do in "preparing kids", focus on getting the good job. There is a tension in me between getting a good job and developing the human. That is not to say that the good job doesn't involve satisfaction, and a focus on making the world a better place, but why do we all ways ask businesses what they look for and then strive to educate for that. OK, that said, the idea of creating places for play, passion, and purpose sound fabulous as does the list of qualities that business looks for:<br />
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Critical thinkers and problem solvers<br />
Ability to collaborate across networks and cultures<br />
Ability to lead by influence by<br />
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<ul>
<li>engaging people</li>
<li>asking the right questions</li>
</ul>
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Agility and adaptation</div>
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Initiative and entrepreneurialism</div>
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<o:p></o:p></div>
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Effective oral and written communication</div>
<div>
<ul>
<li>communicate with voice</li>
<li>communicate with persuasion ( I would add communicate with passion)</li>
</ul>
<div>
Ability to access and analyze information</div>
</div>
<div>
Curiosity and imagination</div>
<div>
<br /></div>
<b>Several great quotes about teaching and learning from the book <u>Creating Innovators:</u></b><b><span style="font-size: x-small;">The Making of Young People Who Will Change the World,</span></b><b> by Tony Wagner:</b><br />
<b><br /></b>
<br />
"Our education system is charged with an essentially conserving task--preserving and transfering our knowledge captial to the next generation..."cultural literacy."...Knowledge is essential in order to innovate. You need foundational information to be able to discern what can and must be improved upon or changed".--Tony Wagner<br />
<br />
"Increasingly in the 21st century what you know is far less important than what you can do with what you know."--Tony Wagner<br />
<div>
<br /></div>
<br />
"I believe our job is to look for the threads, plant the seeds, and provide them [students] with the tools and structures for purposefulness. Someone who has purpose or a reason can endure a lot."--Scott Rosenburg<br />
<br />
"Today it's not what you know, it's having the right questions. I see three stages in the evolution of learning: the first is the memorization-based, multiple-choice approach, which is still widely prevalent: then there's project-based learning where the problem is already determined: finaly, there's design base-learning where you have to define the problem. That way of learning is part of every class here. We are trying to teach students how to frame problems versus repeat the answers."--Rick Miller, Olin College<br />
<br />
<br />
"I don't even think about 'failure'. It's not a word we use. Instead, we talk about 'iteration.'"--a student<br />
<br />
"Kids need practice at perseverance and resilience."--Tony Wagner<br />
<br />
"What I have learned is that merely giving students more of the same education will not create students who can innovate. For student to become innovators in the 21st century, they need a different education, not merely more education."--Tony Wagner<br />
<div>
<br /></div>
<div>
"I have only two rules: safety and character--be careful and caring."--A parent</div>
<div>
<br /></div>
<div>
"Most people have something unique to contribute in the workplace, but it takes the right environment and leadership. You have to engineer the business around the individual who works for you, rather than around the system you use."--Brad Anderson--Best Buy</div>
<div>
<br /></div>
<br />
"All creativity and innovation starts with a 'problem' that needs solving...could be some major, life changing problem, or could be just how to arrange your studio space to be able to texturize paper."--Noreene Thibault-Chen<br />
<div>
<br /></div>
<div>
<b>The big deal about Finland:</b></div>
<div>
<ol style="text-align: left;">
<li>They have transformed the teaching profession through a radical overhaul of their teacher preparation programs. </li>
<li>They've pared down the curriculum to a few concepts that are deeply understood, in sharp contrast to the bloated, fact-and test-based curriculum that burden many or our high schools and colleges. </li>
<li>They place a high value on career and technical education in their upper secondary schools. </li>
<li>They emphasize student learning independently and making choices about what they study. </li>
<li>They have embraced innovation in teaching and learning at every level.--Tony Wagner</li>
</ol>
</div>
<div>
<br /></div>
<div>
<b>Final thoughts:</b><br />
What does all this look like in elementary school? I'm still stuck on play, passion, and purpose and how very little of that exists in a school day. And, I get the sense anyway, that play, passion, and purpose only exist between organized after school activities. I love the fact that my school has an outdoor environment dedicated to imaginative play and choice. I love the fact that in classrooms in my school time and opportunity still exist for exploration and wonder. That in my school 'iteration' is becoming more prevalent than failure. </div>
<div>
<br /></div>
<div>
Once again, thanks for reading.</div>
<div>
N</div>
<div>
<br /></div>
<br />
<br />
<br />
<br />
<br />
<br /></div>
Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-4616735695937397162012-09-03T04:20:00.002-06:002012-10-09T04:01:38.693-06:00<div dir="ltr" style="text-align: left;" trbidi="on">
<b><span style="font-size: large;">About Enduring Understanding</span></b><br />
<br />
If enduring ideas are what might be important and worth understanding 40 years from now....here is my running list: **<br />
<br />
<b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"></b><br />
<ul style="text-align: left;"><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;">
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Living things try to survive</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Motivation counts in trying to do or be something</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">There are many sides to issues...understanding is knowing all sides</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">There is diversity and sameness in the world</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">All structures have a function</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">The parts of a system interact</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">All things are parts of many systems</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">With freedom there is responsibility</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">People communicate in lots of ways for lots of reasons.</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Communication is important to the human experience.</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">We construct meaning through a variety of media</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">You can be proactive or reactive</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Within organisms there exists independence/interdependence/dependence</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Patterns exist in the world and can lead to accurate predictions</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">At the moment…matter cannot be created or destroyed</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">We read to know that we are not alone</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">People have reasons for deciding if they like something or not</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">People are social creatures…they tend to do things together</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">All things in the universe are connected</span></b></li>
<li><b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">The basis of innovation is close observation</span></b></li>
<li><b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">People create for a variety of reasons</span></b></li>
<li><b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Nature inspires </span></b></li>
<li><b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Understanding impacts outcomes</span></b></li>
<li><span style="font-family: Cambria;"><span style="white-space: pre-wrap;">Data informs position</span></span></li>
<li><span style="font-family: Cambria;"><span style="white-space: pre-wrap;">Parts impact the whole</span></span></li>
<li><span style="font-family: Cambria;"><span style="white-space: pre-wrap;">Problems guide inquiry</span></span></li>
<li><span style="font-family: Cambria;"><span style="white-space: pre-wrap;">Structure impacts function</span></span></li>
<li><span style="font-family: Cambria;"><span style="white-space: pre-wrap;">Perspective influences perception </span></span></li>
<li><span style="font-family: Cambria;"><span style="white-space: pre-wrap;">Action by living things impacts all things</span></span></li>
<li><span style="font-family: Cambria;"><span style="white-space: pre-wrap;">Beliefs inspired by observations reflect who we are</span></span></li>
</b></ul>
<b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;">
</b><b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><br /></span></b>
<b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">I also think, but haven't really articulated them well that the following have something enduring about them...maybe some of them belong under the idea that you have to know all sides of something to really understand it.</span></b><br />
<b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><br /></span></b>
<br />
<ul style="text-align: left;">
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Energy and matter</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Models and theories</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Probability and prediction</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Change and conservation</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Time and scale</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Cause and effect</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Adaption and equilibrium</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Impulsive and reflective</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Individual and group</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Fantasy and realism</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Inhumanity and sensitivity</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Chaos and cosmos</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Objective and subjective</span></b></li>
<li><b id="internal-source-marker_0.17577455285936594" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Static and dynamic</span></b></li>
</ul>
<br />
<br />
So why is the idea of enduring understandings so important? Well, past the idea that there is far to much information (especially information that is constantly changing) in the world, something enduring is grounding. An idea, to come back to. An idea that all other ideas radiate from. I think there is something comforting about ideas that are enduring. Ideas that will last past supper, be with you when you wake up in the morning and when you get home from school in the evening. Ideas that will be with you 40 years from now.<br />
<br />
I like the idea of enduring because so much is not. What do you think?<br />
<br />
**my list comes from my thinking, <u>In Search for Understanding: The Case for a Constructivist Classroom; </u>Brooks and Brooks, Jamie Bailey and the World Class Education team of Douglas County School District, and, most importantly, Pam Cogburn, fabulous art teacher, Debbie Rabideau, and my colleagues at The Renaissance School who wrestle with what is enduring everyday.<br />
<br /></div>
Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-67771613980513249042012-08-10T07:58:00.001-06:002012-08-10T09:02:06.687-06:00Favorite Picture Books--a VERY Short List<div dir="ltr" style="text-align: left;" trbidi="on">
My 10 Favorite Picture Books--Today, 10/10/10<br />
<br />
I'll start with a tribute to Maurice Sendak. We lost him this year, and his legacy remains. Of course I love <u>Where the Wild Things Are</u>, and I'll choose:<br />
<br />
<b><span style="background-color: black; color: white;"><u>Outside Over There</u> </span></b>by Maurice Sendak<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_amUWNfFbcYEjOd97cb9tzeot0qkr2t5TINdGA-eld0BC7eTAflxZ52x-_JYfULoXeKLUuneCJcSQUXiykQYiGvkV-xQskwsLdI17q9g0b2aNEr6KQGaV3Gr1Bg0wwXdx0dM4mUam1SRW/s1600/outside.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_amUWNfFbcYEjOd97cb9tzeot0qkr2t5TINdGA-eld0BC7eTAflxZ52x-_JYfULoXeKLUuneCJcSQUXiykQYiGvkV-xQskwsLdI17q9g0b2aNEr6KQGaV3Gr1Bg0wwXdx0dM4mUam1SRW/s1600/outside.jpeg" /></a></div>
<br />
<u><br /></u>
It is folktale-ish, poetic, beautiful and satisfying as a story.<br />
Next...and these books are not in any particular order:<br />
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<u><b><span style="background-color: black; color: white;">ish</span></b></u> by Peter H. Reynolds<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSk4Y26JUREVbF2eHIVs2NZbuJ-fWUrYHk-5MhEKapAS9Dz4_Am5gnwe5U3ocTlCv0wV_qHnc6NzLIAA57mn0hZfRRH-SAlkUJ1pR0NfuzNjJuo68j_9CfU6PHmQ3pGN-DGuDsFjMbjfW-/s1600/ish.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSk4Y26JUREVbF2eHIVs2NZbuJ-fWUrYHk-5MhEKapAS9Dz4_Am5gnwe5U3ocTlCv0wV_qHnc6NzLIAA57mn0hZfRRH-SAlkUJ1pR0NfuzNjJuo68j_9CfU6PHmQ3pGN-DGuDsFjMbjfW-/s1600/ish.jpeg" /></a></div>
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<br />
It is real, inspiring, and the idea lives long after you read the book.<br />
Next:<br />
<br />
<u><span style="background-color: black; color: white;"><b>Goodnight iPad</b> </span></u> By Ann Droyd<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixDrHo4DT2U7BS6QYNmSMO_3Ha2ss3S8EUyVJEP2be0V0j9nbyE-EzlzWb-80UIHgVmUs-2Ik7CGEcNlWdU11jsOc1gR1Bc8_0oceg4_hHXuni-syTEzoRZ41r2bqt4RQP4kPPu32G8ozP/s1600/good+night.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixDrHo4DT2U7BS6QYNmSMO_3Ha2ss3S8EUyVJEP2be0V0j9nbyE-EzlzWb-80UIHgVmUs-2Ik7CGEcNlWdU11jsOc1gR1Bc8_0oceg4_hHXuni-syTEzoRZ41r2bqt4RQP4kPPu32G8ozP/s1600/good+night.jpeg" /></a></div>
<br />
<br />
It is a contemporary take on an old favorite, and just plain funny! Love all the "Goodnight"books.<br />
Next:<br />
<br />
<u><b><span style="background-color: black; color: white;">Mr. George Baker</span></b></u> by Amy Hest, Illustrated by Jon J. Muth<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4znt4jThZ9z7ofwDBaNz4G4SnvK2O6_CXIxe56P8T0wFCxRH4BsHmA4P9dBgUb9qOq3EhzJhGV0KcU2TouB6m9DDc_oZX-VT95zv9Idf-UaCcwrNlp-0PSlhNWkUUG-lFQlDIyOBQKHdG/s1600/mr+george.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4znt4jThZ9z7ofwDBaNz4G4SnvK2O6_CXIxe56P8T0wFCxRH4BsHmA4P9dBgUb9qOq3EhzJhGV0KcU2TouB6m9DDc_oZX-VT95zv9Idf-UaCcwrNlp-0PSlhNWkUUG-lFQlDIyOBQKHdG/s1600/mr+george.jpeg" /></a></div>
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I actually chose this one because Jon J. Muth was involved in the book. The story is wonderful--about creating readers--and the illustrations--spectacular. You cannot go wrong with a book that Jon J. Muth has had a part in. Jon Muth writes and illustrates and we agree on the important things in life.<br />
Next:<br />
<br />
<u><b><span style="background-color: black; color: white;">Last Laughs Animal Epitaphs</span></b></u> by J. Patrick Lewis and Jane Yolen, illustrated by, Jeffery Stewart Timmins<br />
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This might be rather morbid--and I guess that it is--but how can you resist poems like this:<br />
<br />
<b><i>For a Bear, Barely There</i></b><br />
He crawled inside<br />
to hibernate<br />
to reach his goal<br />
of losing weight<br />
.....<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGdZ6BskoiKkfcra_sDZyWUxdfW-8Za397bctlHMtjUyYBnviqXMWMjoO9i_wUs9eBGCEOJUTVMQZWfLRYj9JTSm3IMssmKzQg7DmFb3spr3B-HyTlpvlE6W4zjVt10kkKb-u9RvOtwFwy/s1600/last+laughts.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGdZ6BskoiKkfcra_sDZyWUxdfW-8Za397bctlHMtjUyYBnviqXMWMjoO9i_wUs9eBGCEOJUTVMQZWfLRYj9JTSm3IMssmKzQg7DmFb3spr3B-HyTlpvlE6W4zjVt10kkKb-u9RvOtwFwy/s200/last+laughts.jpeg" width="200" /></a></div>
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<br />
Next:<br />
My picks for great story and stylish illustration:<br />
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<u><b><span style="background-color: black; color: white;">Along a Long Road</span></b></u> by Frank Viva<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9gLrLy-rm031gboFBUAURPVAAlNdJIKVWOxKeNFRHvgPw2dfbkItyK3RwgxxotUIEJzCxjxm8qaskMwJ6GDdYsD5uJ9JN6MrjJ5oL1czJ4yfW5PTpk7eRBnKOK-SVuWEDcYj_aCRNcWiZ/s1600/road.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9gLrLy-rm031gboFBUAURPVAAlNdJIKVWOxKeNFRHvgPw2dfbkItyK3RwgxxotUIEJzCxjxm8qaskMwJ6GDdYsD5uJ9JN6MrjJ5oL1czJ4yfW5PTpk7eRBnKOK-SVuWEDcYj_aCRNcWiZ/s1600/road.jpeg" /></a></div>
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It is the bright, textured, and "graphic arts" style drawings that attracted me to this book. The story is very simple, easy to read and understand.<br />
Next:<br />
My next pick for great story and stylish illustration:<br />
<br />
<u><b><span style="background-color: black; color: white;">Stanley Goes For A Drive</span></b></u> by Craig Frazier<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7CWe_se7l4z5Le50G1NMeRDGZifaDhoYILvHTyvC9mzTdSrdARFGQP1XE1U7lwuVri3xL6dCPryiOJU5get4LrnBNlGx0DW3ilKRk-Smwv-ZCrzdh0K8d1URQgYetWLl4Jv67e0Oy23KW/s1600/stanley.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7CWe_se7l4z5Le50G1NMeRDGZifaDhoYILvHTyvC9mzTdSrdARFGQP1XE1U7lwuVri3xL6dCPryiOJU5get4LrnBNlGx0DW3ilKRk-Smwv-ZCrzdh0K8d1URQgYetWLl4Jv67e0Oy23KW/s1600/stanley.jpeg" /></a></div>
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<br />
Big, bold, simple art, and a compelling story about perception and how perception of how-things-are can change are qualities that put this book on my list. I had to buy all the Stanley books.<br />
Next:<br />
<br />
<u><b><span style="background-color: black; color: white;">Sister Anne's Hands</span></b></u> by Marybeth Lorbiecki, Illustrated by K. Wendy Popp<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgC7L415NkwoXrFxhU5OEOhYGciWERYTOFe7ffLyipc6ssGTygfczxJcE_KecPLnh6-oT3NP8U23A_nzNsS6avuO4EQN0TIECxmLzDG9Qz9wWHN0Tv3mZZtIGLB_U7LaD-NR0apnLhrxyV/s1600/sister+ann.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgC7L415NkwoXrFxhU5OEOhYGciWERYTOFe7ffLyipc6ssGTygfczxJcE_KecPLnh6-oT3NP8U23A_nzNsS6avuO4EQN0TIECxmLzDG9Qz9wWHN0Tv3mZZtIGLB_U7LaD-NR0apnLhrxyV/s200/sister+ann.jpeg" width="200" /></a></div>
<br />
<br />
This is a book with a message that celebrates the colors of the skin we're in.<br />
Next:<br />
<br />
<u><span style="background-color: black; color: white;"><b>The Boss Bab</b><b>y</b></span></u><b style="background-color: white;"> </b>by Marla Frazee<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirgDIcUiY_uZfC0J2Tz3aLrx7PPxN170rxzwkqWR0FZb1y6x8bRNLHUCDZ99c9bo8VWQPOrEhFYVEM84HuThVqFmCNVZeGRVZZ5XR4wwi9bYGxL7zCZ6ML_dhQagYxfrhBoO7IcZ5-gIb0/s1600/boss+baby.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirgDIcUiY_uZfC0J2Tz3aLrx7PPxN170rxzwkqWR0FZb1y6x8bRNLHUCDZ99c9bo8VWQPOrEhFYVEM84HuThVqFmCNVZeGRVZZ5XR4wwi9bYGxL7zCZ6ML_dhQagYxfrhBoO7IcZ5-gIb0/s200/boss+baby.jpeg" width="200" /></a></div>
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<br />
"The boss. He's here. (and FYI...he's a total baby.)" This is a must read for parents, expectant parents, and anybody else. This book will always be my present to my pregnant friends.<br />
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Last but totally not least...in fact if I had to put them in order, maybe first:<br />
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<u><b><span style="background-color: black; color: white;">The Table Where The Rich People Sit</span></b></u> by Byrd Baylor, illustrated by Peter Parnall<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRi75zV2JnMLEcmJLmB1qbUVZxOpCEtTYDmHHyopc46vAInD5hX-ZpkBOsaT48WkJRmtk8E4L-qwJaRIlDoQIZn7YWFOFpQjKovDAQ4065-WU4L1b8dQjWljMSTlWNa2V16-X2Gx6cBZfK/s1600/table.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRi75zV2JnMLEcmJLmB1qbUVZxOpCEtTYDmHHyopc46vAInD5hX-ZpkBOsaT48WkJRmtk8E4L-qwJaRIlDoQIZn7YWFOFpQjKovDAQ4065-WU4L1b8dQjWljMSTlWNa2V16-X2Gx6cBZfK/s200/table.jpeg" width="200" /></a></div>
<br />
<br />
If you haven't read this, you must. If you haven't thought about these things in your own context, you must. If you haven't had a conversation like this with those you love and live with--you will!<br />
<br />
I'm sneaking an extra one in.....<br />
<br />
<b><u><span style="background-color: black; color: white;">I Want My Hat Back</span></u> </b>by Jon Klassen<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpC50kNgbqFDi94TrDqP3SzSf8XFRLeVTtHSk8xZFVW63csw4F_AFuy08CY3UrFPUrdys1Xi4BC6j4-pboTbrd36XNGob_PIJFfu3Bu5DAZZl9Lv73-T0-8q21yRDp_a6OEUjJ4kQYKCp_/s1600/hat+back.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpC50kNgbqFDi94TrDqP3SzSf8XFRLeVTtHSk8xZFVW63csw4F_AFuy08CY3UrFPUrdys1Xi4BC6j4-pboTbrd36XNGob_PIJFfu3Bu5DAZZl9Lv73-T0-8q21yRDp_a6OEUjJ4kQYKCp_/s1600/hat+back.jpeg" /></a></div>
<br />
We ALL know why this book makes the list....AND...I want my<u>, I Want My Hat Back,</u> from who ever borrowed it!<br />
<br />
Well, that's it for me for this year. Please read all of them:)<br />
Noreene
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<br />
<br /></div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com4tag:blogger.com,1999:blog-5123327106374753155.post-40052906768271298212012-07-12T05:56:00.001-06:002012-07-12T05:56:54.680-06:00<div dir="ltr" style="text-align: left;" trbidi="on">
I want to talk about the idea of process. Mr. Johnston starts chapter 3 by talking about process rather than performance.<br />
<br />
<i>"We get the most mileage out of turning their attention to change rather than stability, and process more than performance, and by changing the way they think about error."</i> Pg 26<br />
<br />
This seemingly simple shift is a powerful one with insidious roots. I say this because at least generally speaking, we and how we are judged in schools, society, and most if not all aspects of life--even those business that are dedicated to creativity and innovation--care, ultimately about performance and/or product--that is what matters. I am not saying that performance/product should not be important as ultimate ends. I am saying that a focus on process is the way to creative and innovative performances and products. Those creative and innovative products, no matter how small they might seem, are the hallmarks of people steeped in dynamic-learning frames. The two are not mutually exclusive, it is just that a dynamic-frame is the kindest, most honoring-of-the-individual, most direct, and well-rounded-person-building way to get "there".<br />
<br />
Mr. Johnston's idea of casual process (pg 31--Problem Solving and Casual Process), also lives in kind of "non-mainstream" thinking around developing thinking individuals (raising kids) outside of classrooms. This reminds me so much of some of Alfie Kohn's writing--the idea of recognizing and naming what someone (the kid) did or is doing rather than a praise comment (good job, you're smart....) I think Mr. Johnston takes it a step further by writing about attaching the idea of cause and effect to the process--<i>"You did this, so this happened". </i><br />
<br />
<i>"Causal process comments are the most effective way of promoting the belief that the important information is how someone did (or could do) something, because that's what we can learn from."</i><br />
<br />
It IS the learning through the process along the way that is what is important. That old and worn saying about journey not the destination being the most important IS true.<br />
<br />
<i>"Observing or experiencing success (or not) is only usefully instructive when we see how it was accomplished."</i><br />
<br />
This reminds me of the reason we read, write, think, and unpack our teaching points in a very visible way. Clearly exposing what is going on in our "proficient"heads out loud and in front of kids. Whether as part of a mini lesson or in individual or small group sessions. There should be no mystery about how the performances/products (reading, writing, science, art, music,...) occur....expose the process to learn from the process. AND the process includes mistakes or non-successes--they are there to be learned from.<br />
<br />
Finally, Mr. Johnston offers some very simple and very powerful ways to take the focus off the performance/product and put the focus where it belongs--on the process.<br />
<br />
<i>"The simplest way into process conversations is to ask how questions: 'How did you do that?' 'How did you know that?"</i> pg 31<br />
<br />
<i>"Asking 'What are you thinking?' is a simple way to expand this process thread in classroom talk. These 'How did you...' and 'What are you thinking?' conversations invite agentive narrative, increase the available strategic information, reduce the likelihood of fixed-performance theories, and, at the same time, invite dynamic-leaning theories."</i> pg 32<br />
<br />
Even though "simple" is not always so simple...I am going to bite my tongue while my brain goes through my old ways of responding and then start talking when I can ask some "process" kinds of questions.<br />
<br />
Thank you Mr. Johnston!<br />
<br />
**my apologies to all that are paying attention to the punctuation rules around quotes...I am sure I have been inconsistant and have violated quite a few:)</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com5tag:blogger.com,1999:blog-5123327106374753155.post-35453737185827789362012-06-06T05:08:00.004-06:002012-06-06T06:04:20.374-06:00<div dir="ltr" style="text-align: left;" trbidi="on">
Tuesday's "assignment"--Teachers Write<br />
2min. to describe a place, then one minute each to add what I see, hear and feel.....go (skip this part and scroll down to the revision for my final draft)<br />
<br />
This place is right out side Lake City Co, up Henson Creek canyon actually. It is right off the road after a big hill. It used to be a damn across the river, but now is a damn with a hole in it where you can sit is actually a big, flat rock right off the road. To sit there and look down is breathtaking, historical, beautiful, full of possible stories, and broken dreams as it really represents a piece of Lake City history that is almost all that remains of mining in Lack City. I loved to ride my bicycle up to this spot and have a picnic, or just spend the day because although it is right off the road you cannot be seen from there by passing cars, jeeps, truck, or bicycles. If you are very brave you can walk across the top of the damn. I was neer very brave. I just enjoyed being on top of that part of the world.<br />
<br />
Is see the white of the rock, the green of the trees even though they are far away. Although the rock looks white, it is granite, if you look close it it full of specks, pieces, sparkles, and chunks, cracks. Look even closer and you will see parts of brave vegetation growing up between the cracks...strong roots breaking up what has been there for ages. I see the blue, very blue of the Co sky. Sometimes I see "Rocky and Bullwinkle" cartoon clouds, but mostly not...only chunks of blue, chunks of green and expanses of white...the concrete of the damn and the flat of the rock. swallows dipping and diving for bugs<br />
<br />
First I hear nothing. It is really vey quiet up there...but du you ever hear just nothing? i don't think so. I hear rushing. The lazy rushing of the water, or sometimes desparte rushing of the water...depends on the time of the year and how much water has to fit into the hole in the damn. I hear creatures, mostly marmot or pika...squeaking "intruder, Intruder" I hear the call of birds, wind in the trees, occasional stuggles of cars up the dusty road, or huffing and puffing of bicyclists up the the dusty road. Hikers...not so much as they usually start up much higher.<br />
<br />
I fell the heat of the summer, the cool breeze...cool by comparison to a Gunnison breeze or a Denver breeze. I feel the heat of the sun, the sweat on my body from the ride, making the breeze more cool and more welcoming. I feels the squish of my handle bars, the tension of my feet and legs on the pedals as they push down and ride up. I feel the ground under my bike shoes, walking stiffly, over the gravel first and then the rock toward my spot. I feel the heat on the white rock, the smooth surface, the slope of the rock, sloping down to the dam and the cliff. the gentle ripples of stone that make up the flat rock.<br />
<br />
<b><u>My revision</u></b><br />
<br />
<div style="text-align: center;">
<b>Up Henson Creek</b></div>
<br />
This place is right out side of Lake City Co, up Henson Creek canyon actually. My place is right off the road that winds its way past the Ute Ulay Mine just past a big hill. My spot over looks the remains of a damn across Henson Creek that used to control water resources for the mine, but now is a concrete reminder of what was. The damn is ragged with broken pieces and rebar remains that create a hole in the damn. Where I go is actually a big, flat rock off the road wide enough to feel safe, yet slanted enough to feel risky. Although the rock looks white...it is granite...if I look close my rock is full of specks, pieces, sparkles, chunks, cracks, and ripples. Look even closer and you will see parts of brave vegetation growing up between the cracks...strong roots breaking up what has been there for ages. To sit there and look down is breathtaking, historical, full of possible stories, and broken dreams as it really represents a piece of Lake City history that is mysterious and intriguing.<br />
<br />
Mostly the sky is the very blue of a Colorado sky, sometimes broken up with "Rocky and Bullwinkle" cartoon clouds, but mostly not...only chunks of blue, chunks of green and expanses of white...the concrete of the damn and the flat of the rock. Swallows dipping and diving for bugs, the longer I stay the more swallows show up...they love the attention as much as they love the bugs. When the background noises separate themselves into recognizable chunks, the loudest, although not distracting, is the rushing of the water. Sometimes lazy, sometimes desperate depending on the time of the year...run off or mid summer...as water competes to get through the hole in the damn. I can hear the squeak of pikas and the fuss of whistle pigs, the occasional vehicle or huffing and puffing bicyclist, although by walking just a bit further I remove my self from all noises man made.<br />
<br />
I loved to ride my bicycle up to this spot. The squish of my handle grips and the rhythmic push/release/push of my feet and legs as I ride up to my spot makes the sweat and the effort worth it. I am grounded in my spot. I can have a picnic, read a book, think, or just spend the day. I feel safe, secluded and on top of that part of the world.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br /></div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com0tag:blogger.com,1999:blog-5123327106374753155.post-53658652921402694882012-06-05T06:15:00.001-06:002012-06-05T06:15:37.767-06:00Monday Morning Warm Up--Teachers Write<div dir="ltr" style="text-align: left;" trbidi="on">
So, I started participting in teachers write hosted by Kate Messner and other great people willing to guide.<br />
http://www.katemessner.com/blog/<br />
My first task was to decide where to house my teachers write writing. And after deciding my blog was a good place, I began the "quest for the password, which, I believe, is some sort of a <i>write</i> of passage when one is trying to access something that has not been touched for a while. Finally ready to write about the Monday AM warm up...thanks to author Jo Knowles<br />
http://jbknowles.livejounal.com<br />
<br />
A bit about my kitchen...<br />
After experiencing life in a construction zone our kitchen was finally remodeled. My mother, or maybe it was my father, had a passion for things Native American. In this kitchen, by the backdoor, was a wooden sliding door that covered some sort of closet or pantry. It was a plain, hollow, wooden two panel sliding door, that said to my father, "paint me".<br />
<br />
In my world my father was the best artist. He could draw a very compelling alligator, but his real "thing" was designing and constructing. The design and painting of this sliding door presented a challenge right up his alley. Black, glossy background (lots of coats to make it really shine), carefully cut stencil of a circle bisected by arrows and feathers, and painstaking work with little brushes created the most precise Native American symbol that ever graced anyone's kitchen! I believe this door was the only nod to Native American art in my otherwise eclectic kitchen, and although the painted door was in corner, away from the kitchen action, I can still see the design and smell the oil based glossy paint.<br />
<br />
</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com3tag:blogger.com,1999:blog-5123327106374753155.post-79083707749081152432012-01-29T13:09:00.000-07:002012-01-29T13:09:48.301-07:00QR Codes Finally Have a Purpose<div dir="ltr" style="text-align: left;" trbidi="on">Finally, I can see the point and the possible power of using QR codes ( do you call them codes?) in my professional life...I am going to use them to tell visitors more about my school; The Renaissance Magnet School, an Expeditionary Learning Outward Bound School. I'll build web sites or record explanations of various philosophical pieces of our magnet school and publish the QR code to the website so that vistiors have access. I might put the QR codes close to the object/poster/painting that needs explanation and/or publish the codes in a handout.<br />
<br />
I am also going to use them as tools to further explain our "brochure" wall. Let me further explain:) There is a big wall down our main hall way that we use to keep our community aware and engaged with current Learning Expeditions. As crews do field work, or create products, or engage in projects, photos of student learning go up on the "brochure" wall. We (I) call it a "brochure" wall because the detail is in the pictures and not in the text...so it resembles a big brochure "advertising" the ongoing Learning Expeditions. This is where the QR codes come in...I am going to start including QR codes in the display so that visitors can get a bit more information and/or student reflection/explanation if they wish. For example; I will use a QR code to direct visitors to the website detailing the gold mine our fourth graders visited as part of their field work. I think it is exciting to think about asking teachers to video students explaining the learning experiences depicted in the pictures. I'll create a web site or youtube video, and then use the QR code to direct visitors to student's talking about the experiences shown in the pictures. Great idea huh! Like all great ideas this one came from collaboration at a regional tech conference. The QR code session was facilitated by Liz Walhof...thanks Liz!</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com2tag:blogger.com,1999:blog-5123327106374753155.post-82525558489288874552012-01-01T10:41:00.000-07:002012-01-01T10:41:22.775-07:00The Rest of the Book<div dir="ltr" style="text-align: left;" trbidi="on">I'm going to take the twitter approach to the rest of the book, "Making Learning Whole" By David Perkins. I'll take the authors sage advice (pg 219 and also somewhere in the beginning) "do not read this book too closely". I feel that is exactly what I have done, although interesting and through enough, I'll stay true to the sprit with which this book was written and try the 140 character summaries.<br />
<br />
I left off at the Chapter; <i>Play Out of Town....</i>Shepard the transfer of learning, ZOPD is real, necessary and effective, learn to do by doing, ask, "where else is today's learning useful?"<br />
<br />
Chapter 5; <i>Uncover the Hidden Games....</i>all lrnng has hidden aspects, dimensions, perspectives, 4ex; hidden strategies, causal thnkng, inquiry, powr. Games hide n simplicity, "good enough", almost unconscious knowledge, readiness, so...empower learners to uncover the games<br />
<br />
Chapter 6; <i>Learn From the Team...</i>.+other teams, participation structures...including wkshp model. We are social animals, Vygotsky=social scaffolding....rule: "Hardly anyone does anything solo for long." How can paring learners and learning in groups serve learning?<br />
<br />
Finally, Chapter 7; <i>Learn the Game of Learning...</i>learn how to learn=putting lrnrs in the driver's seat, avoid the shallow 4 shallow's sake=avoid the passenger seat (i.e just the facts and skills), go for deep=reaching for comp, learning the game of learning=name and label the games as they happen...games accessible to students<br />
<br />
In the end I think Dr. Perkin's advice was well taken...even though I read the book closely, trying to stick to the 140 character summary, (and I didn't always make it... ) helped me visualize the big rocks. More advice...pick a place to start...his advice...play the whole game. </div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com0tag:blogger.com,1999:blog-5123327106374753155.post-29980435279050302252011-11-16T15:42:00.000-07:002011-11-16T15:42:36.907-07:00My Journey with Twitter in 5 poems--with a tip of the hat to Elizabeth Kubler-Ross and Shea Bennett who wrote “The 5 Stages of Getting Twitter”<div dir="ltr" style="text-align: left;" trbidi="on"> <!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Revision>0</o:Revision> <o:TotalTime>0</o:TotalTime> <o:Pages>1</o:Pages> <o:Words>173</o:Words> <o:Characters>989</o:Characters> <o:Company>Douglas County School District RE 1</o:Company> <o:Lines>8</o:Lines> <o:Paragraphs>2</o:Paragraphs> <o:CharactersWithSpaces>1160</o:CharactersWithSpaces> <o:Version>14.0</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:PixelsPerInch>96</o:PixelsPerInch> <o:TargetScreenSize>800x600</o:TargetScreenSize> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal">This is a poem I wrote for a professional development session in which we explored twitter...</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt;">Denial<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt;">Don’t wanna<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">Don’t hafta<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">Couldn’t run away fasta <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">Twitter has nothing for me<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">Don’t wanna<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">Don’t hafta<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">Couldn’t run away fasta<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">I don’t care if twitter is free<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt;">Anger<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt;">Twitter, twitter, twitter<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt;">Why should I care what people are having for breakfast<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Why should I care what’s new on TV<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Why should I care that you’ve arrived at the bank<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">And why do you send such nonsense to me?<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Twitter...twitter....twitter....and, anyway...it’s a dumb name<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Bargaining<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">OK, my friends are on twitter<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">My boss is on twitter<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">I’ll sign up ‘cuz twitter is free<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">My friends are on twitter<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">My boss is on twitter<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">I’ll try it so they can tweet me<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Depression<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">I’m sad, feel bad<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Twitter isn’t for me<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">There is nothing to do, nothing to see<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">And<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Why are these people following me?<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">PS What is a hashtag anyway?<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Acceptance<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Not there yet<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">Not ready to say<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">I get it!<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">I will have to say, chats are a way<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">To participate<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">I will have to say, chats are a way<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">To build a PLN<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">I will have to say; maybe I’m one tweet away<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12.0pt; line-height: 115%;">From building a world I fit in<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><!--EndFragment--></div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-71104809999801587282011-11-13T10:48:00.001-07:002011-11-13T10:56:10.345-07:00A Recent Conversation<div dir="ltr" style="text-align: left;" trbidi="on">I just wanted to put this out before the conversation gets cold. In a recent chat with a colleague about going with what the learner wants to study, vs backwards unit/lesson design (we were having a UbD...Understanding by Design...discussion), the idea of being locked into something by virtue of too much planning came up, at least that was my interpretation of the conversation. The conversation made me think of Perkins' book "Making Learning Whole" and his idea of "playing the whole game". I think the relationship between the two (UbD and "Making Learning Whole") is that by planning assessments after thinking about what you want students to know and understand IS playing the whole game as the assessments, as UbD suggests, are performance assessments. Designing the learning after designing the assessment and, presumably, building a theory of difficulty, IS playing the whole game via junior versions.<br />
<br />
I think what my colleague was talking about was going straight to the whole game and playing/living it. Wouldn't it be great if we could learn in such an organic way that you could literally put a big rock in the middle of the room and ask kids to move the rock from one side of the room to the other there by addressing all kinds of authentic, real time, performance learning...truly playing the game of problem solving. Or to be able to simply say, "what do you want to study, I'll guide, you learn and eventually you will know or be able to find out all that is important.<br />
<br />
I believe that all who believe in the "whole game concept" would go there if a time frame and expectations of the rest of the world didn't exist, how fun would that be! but time frame and expectations do exist. I think playing the whole game through an UbD design is coming very close to the ideal.</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-77617542594637073432011-11-13T10:21:00.000-07:002011-11-13T10:21:54.546-07:00Anticipating the Hard Parts<div dir="ltr" style="text-align: left;" trbidi="on">This post is about part II of chapter 3, <u>Working on the Hard Parts</u>, in David Perkins' book " Making Learning Whole". I think a teacher at my school said it best, "Always do what you expect learners to be able to do, then you'll know what makes the learning hard...you'll know where the alligators are." Perkins describes these "hard parts" when he talks about understanding competing knowledge or complexity factors (pg 101). He calls them "potholes in the learning road" rather than alligators and names what teachers are really doing when they anticipate the hard parts..."creating a simple theory of difficulty". Back to my colleague, "Do what you expect learners to do and then you'll know what makes the learning hard. Use what you've discovered to plan your focus lessons." Some versions of constructivist learning theory might say, use your theory of difficulty to create a wide range of examples that challenge learners thinking in order for learners to build new understandings...construct new understandings on the backs of competing understandings being the connection here.<br />
<br />
More grist for the mill about "playing the whole game". If the whole game is outside the grasp of learners at the moment, resist the urge to drill and practice until they are ready to play the whole game...simply play a junior version of the whole game. My personal learning story about this has to do with bridge. I come from a dedicated bridge playing family. Family game night was bridge night. Christmas with my aunt and uncle was a bridge marathon. My introduction to bridge was not playing the experienced bridge player version of the game, nor was my introduction to the game counting endless cards, building and analyzing hands, or practicing clue laden conversations. My introduction to bridge was a game that was actually called "Bridge Jr."! This game was a highly scaffolded version of adult bridge, AND it was playing the game.<br />
<br />
An important lesson when designing instruction...take you theory of difficulty, design some junior games and keep playing!</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com0tag:blogger.com,1999:blog-5123327106374753155.post-89289821385912226542011-11-02T10:57:00.000-06:002011-11-02T10:57:14.805-06:00Still Reading That Same Book...<div dir="ltr" style="text-align: left;" trbidi="on">Well, I'm still reading <u>Making Learning Whole</u> by David Perkins. I find it well written, easy to read, and rich in content worth thinking and writing about. Hence I'm taking my time and reflecting on each chapter or so. This last part I read...the chapter called "Working on the hard parts", speaks to the idea that without deliberate practice, deconstructing and reconstructing the hard parts in a task we are just practicing our mistakes. Of course one has to find the hard parts, embrace and anticipate the hard parts, and develop a theory of difficulty in order to deliberately practice, reconstruct, and reintegrate.<br />
<br />
A thing I find interesting and affirming is that some of the concepts I truly believe in keep coming up. One of those concepts is feedback...not just any feedback, but the type of feedback that <i>guides</i> the learner. Raising questions and seeking an assessment of understanding.<br />
<br />
Perkins mentions embedded communicative feedback (pg 85). That is feedback that communicates specific information to the learner in ways that are authentic and in real time. This reminds me of what we are doing in my school both with students in reading, and writing workshops and with our teachers in coaching cycles. Teachers spend significant time during the independent learning block of a workshop conferring with students about their reading or writing. Embedded communicative feedback! Our embedded communicative feedback is based on Lucy Caulkins "conference architecture" in writing and Patrick Allen's "RIP" model for conferring in reading. Both structures work and kids and teachers benefit.<br />
<br />
Teachers also spend significant time in coaching cycles, a process informed by the work of Linda Dorn and Carla Saffos. Like conferring during the independent learning time in a workshop, coaching cycles are coaches and teachers conferring during an instructional block. In both instances we shoot for authentic embedded feedback in real time.<br />
<br />
The other concept I find interesting and affirming is the value of revising and redeeming one's work. The phrase "revise and redeem" comes from a talk given by Linda Darling Hammond during an Expeditionary Learning national conference a few years ago. Darling-Hammond was talking about the value of a second look and the changes that result. Perkins builds on the act of revising and redeeming by describing steps of revision as "deconstructing and reconstructing". Perkins puts a further spin on the idea by adding the concept of isolating the hard parts and he speaks of "the rhythm of isolation and reintegration" that is fundamental to learning from the hard parts. (pgs 88-89) To me this is a bit like practicing a word or sound in isolation and then taking that deliberate practice back to the text (reintegration.) I'm going to steal that phrase also. We'll combine revise and redeem with the rhythm of isolation and reintegration and the importance of deliberate practice.<br />
<br />
More later...the ideas of anticipating the hard parts and going into a teaching learning cycle with a specific theory of difficulty.<br />
Noreene<br />
<br />
</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com0tag:blogger.com,1999:blog-5123327106374753155.post-16712543410992522442011-10-23T13:23:00.000-06:002011-10-23T13:23:50.811-06:00I've Been Reading this Book...<div dir="ltr" style="text-align: left;" trbidi="on">Some times I think the phrase "I've been reading this book..." might make people at my school cringe because now I will want to talk with someone about what I've read. I'm going to use my blog and spare my colleagues...I've been reading this book...<u>Making Learning Whole How Seven Principals of Teaching can Transform Education</u> by David Perkins...pretty hefty promise! I like what I have read so far. His seven principals are:<br />
<br />
<ul style="text-align: left;"><li>Play the whole game</li>
<li>Make the game worth playing</li>
<li>Work on the hard parts</li>
<li>Play out of town</li>
<li>Uncover the hidden game</li>
<li>Learn from the team</li>
<li>Learn the game of learning</li>
</ul><div>It maybe to simple to say that he uses sports and game playing comparisons to get across the idea of learning sticks when you learn something compelling and in context. I've read the first couple of chapters and find a lot to think about with respect to designing learning expeditions. I think the most succinct quote might be, [conditions for learning are most favorable when], "its [learning] not in a vacuum. It involves the methods, purposes, and forms of one or more disciplines or other areas, situated in a social context." Thanks Mr. Perkins...that IS what we strive for in designing learning expeditions.</div><div><br />
</div><div>Something to ponder from Chapter 2. Mr. Perkins calls it "systematic archaeological digs into people's learning histories."</div><div><br />
</div><div>1. What is on thing you understand really well?</div><div>2. How did you come to understand it?</div><div>3. How do you know you understand it?</div><div><br />
</div><div>Do your answers reflect learning "wholes" like gardening, running, cooking, Spanish...?</div><div>Do your answers reflect doing, practicing, getting feedback, sticking with it...?</div><div>Do your answers reflect that you can "do it", teach it to others, explain what you are doing and why..."</div><div><br />
</div><div>I think the answers are revealing and illustrative of what learning actually sticks with learners and why? What do you think? Does anyone want to read this book with me?</div><div>Noreene</div></div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com2tag:blogger.com,1999:blog-5123327106374753155.post-33809160317014104592011-10-23T12:07:00.000-06:002011-10-23T12:07:25.599-06:00Reaping the Rewards<div dir="ltr" style="text-align: left;" trbidi="on">I have struck PLN gold! I have been participating in a weekly chat called educoach with instructional coaches, principals, and others who have classroom coaching responsibilities in their respective schools or districts. The chat has been great in the sense that it is good to connect with others who have the same job, to hear about what works for them, and to know that some questions and challenges are pretty universal. We recently read and chatted about the newest edition of ASCD's Educational Leadership that was devoted to instructional coaching...a book club that warps time and space...pretty neat.<br />
<br />
Ok, you may think all the above is the gold...not so! I was lucky enough to be able to skype with a principal in a school that is beginning a journey with Understanding by Design. We have a lot in common. Our approach in planning Learning Expeditions...beginning with the end in mind, planning assessments, and then learning experiences is <i>very </i>similar to the unit design process for UbD schools. Our focus on inquiry, working like experts with relevant content is also <i>very </i>similar. We had a great conversation and exchanged emails so that I could continue the conversation with a couple of teachers at the school. We've traded email and am looking forward to building a relationship that benefits all.<br />
<br />
Ok, the first and second paragraph are both gold, my point is that I can see the point of a PLN...may my PLN live long and prosper!<br />
Noreene</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com2tag:blogger.com,1999:blog-5123327106374753155.post-85162791020052145642011-09-13T04:23:00.000-06:002011-09-13T04:23:49.024-06:00Glogster<div dir="ltr" style="text-align: left;" trbidi="on">So I tried Glogster<br />
<a href="http://noreenechen.glogster.com/learning-in-a-new-way/">http://noreenechen.glogster.com/learning-in-a-new-way/</a><br />
which is a tool that helps you create "poster like" presentationy things with embedded video etc. One way to get your point across. One more way for kids to present ideas. It took a minute to figure out, and like many things, I will loose the momentum of my learning curve through non-use of Glogster. In other words, it was fun while I was creating it, but without purpose it is nothing.<br />
N</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-50596960662281961132011-09-11T12:26:00.000-06:002011-09-11T12:26:19.143-06:00Designing Google Apps Introduction<div dir="ltr" style="text-align: left;" trbidi="on">By the title of this post you might think I'm already off and designing an introduction to google apps for older students at REMS....not so... I'm making plans for students to design their own introduction. This is, of course, all inspired by my latest reading..."Teaching Digital Natives, Partnering for Real Learning" by Marc Prensky (I wrote a little about this last time). I finished the book and have decided to do the following:<br />
<br />
<ul style="text-align: left;"><li>Use guiding questions as a lead in to everything</li>
<li>Ask kids to think about learning as Verbs (see Prensky's book) and the tools of learning as Nouns</li>
<li>Ask kids to think about what makes powerful thinking, powerful questions</li>
<li>Ask kids to consider their role and a teachers role a little differently</li>
<li>Connect all to student passions</li>
</ul><div>For more information please visit my wiki...I'd appreciate the feedback and suggestions</div><div><a href="http://partneringpedagogy.wikispaces.com/">http://partneringpedagogy.wikispaces.com/</a></div><div>We'll see if this ever gets off the ground and to what degree. AND in the words of Prensky, "There are very few principles more important to learning and doing anything than continuous improvement." pg 159</div><div>AND in the words of Linda Darling-Hammond (which have become a REMS phrase to live by)....Revise and Redeem your work.</div><div>Noreene</div><div>P.S. Mr. Prensky might be my newest crush...Jill you will know what I mean:)</div></div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-17670399652460224372011-09-05T16:54:00.001-06:002011-09-05T17:14:34.290-06:00Before Labor Day and Beyond<div dir="ltr" style="text-align: left;" trbidi="on"><b>9/5/11</b><br />
<b>A couple of things;</b><br />
<b>Thing 1</b><br />
I got to go on a fabulous underground mine tour with some fabulous teachers. It took us a while to get there as I feel I got us lost, but thanks to the kind people at the information center before Hartsel (we were headed for Victor and Cripple Creek), and some lemonade from the Veterans of Foreign Wars, we made it just fine. (actually, we didn't stop for lemonade, it sounded good in the telling--that is called literacy license. I did, however, buy a bluebird pin from the nice people at the visitor's center)<br />
<br />
The mine tour took us 1000 ft down and out guide was very knowledgeable about the ins and outs of hard rock mining. The most surprising thing to me was that burros lived their entire lives in the mine--from birth, working a lifetime, and finally, death without seeing the light of day. I marvel at the sacrifices of man and beast to mining.<br />
<br />
<b>Thing II</b><br />
I've been reading this book, <u>Teaching Digital Natives; Partnering for Real learning</u> by Marc Prensky. I suppose I am behind the times as it has been out for a while and read by many. I am struck first by how closely his ideas resemble what Expeditionary Learning ought, in my opinion, to be, and at the very least we have the vehicle for promoting his idea of partnerships in real learning. I think often the "real" part is missing. That may be a function of elementary school and the headiness of some of the standards. I say we (REMS ELOB School) does some of this and we need to do more...with more intentionality than we have managed thus far.<br />
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I created a Wiki in the hopes that some collaboration around this idea of <i>partnership pedagogy</i> (so named by Prensky) might get off the ground. I don't know much about Wikis...read, I don't know anything about Wikis, but here is the URL if you want to leave a comment and/or give me some tips. Thanks for listening.<br />
http://partneringpedagogy.wikispaces.com/message/list/home<br />
Noreene</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-10066825286115377992011-07-12T08:27:00.000-06:002011-07-12T08:27:19.593-06:00Wildlife Photography and Other Thoughts and TipsI took a walk this AM, (one of my newly rediscovered former passions...see past blog post) and took my camera because I often see things that I want to take a picture of (sometimes I take my sketch pad and do what sketchers...not the shoe people...call "an event walk", but that can make a walk take a really long time)<br />
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<u>Tip #1</u>--figure out where the sun should be for the picture you want to take...I'm still working on that one. I hope the answer is not that I (the photographer) should be looking into the sun. I would appreciate any insight on this from my readers.<br />
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<u>Tip #2</u>--Never wave at a bird when you are trying to take its picture. Sounds like a no-brainer. Here is the short story. I have been trying to take a picture of a bird (any bird) sitting on these cactus-looking plants that grow in the fields by my house. Of course, every time I get close, the bird flys away. Well I was walking along, not paying attention to much of anything when I saw this great bird sitting on the cactus-like plant, preening itself, close enough to get a shot...the very picture I was looking for...I was so thrilled I waved at the bird to say hi, and it flew away. Lesson learned!<br />
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<u>Thoughts</u><br />
I think I don't often have a lot of nice things to say about utility companies. I would like to redeem myself a bit right now. I believe that the utility company in my area installed the street light fixtures. They are very tall and have a box on top that holds the light bulb. The nice thing is that these fixtures create a great place for birds to stop by, have a chat, and a great place for folks like me to see a wide variety. So, hats off to the utility company!<br />
NoreeneNoreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-54514662851320958952011-07-10T18:29:00.000-06:002011-07-10T18:29:42.685-06:00Cafe SkyThere is a cafe off Parker and Yale by the Hmart Korean grocery called Cafe Sky. It is my favorite Korean restaurant, not because of the food, although the food is great and inexpensive, but because of the "Waffle House" feel. Cafe Sky is THE Korean Waffle House. It is small, has a counter, a few tables scattered around, not many people at any given time, and most importantly a smily guy behind the counter that greets all who enter with a hearty "Hello"!<br />
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I always have the egg wrapped rice or rice omelette. The picture looks like a large blob, skinny at both ends, fat in the middle, with a omelette like skin, and ketchup artfully scrolled across the top. However the name and the picture are deceiving. You think you're just getting what's in the picture with white rice inside. The picture is correct, it is blob like, it is wrapped in an omelette skin, there is a ribbon of ketchup across the top, and that is where the picture and the name part company. It is not just rice. The greatest part is what is inside...wonderful, rice with ham, shrimp, more egg, assorted finely chopped vegetables and other mysterious, and delicious Korean Waffle House delights. It is yummy. I leave very satisfied, both with my rice omelette and the delightful employees that keep me company as I eat. I suggest you give it a try.<br />
NoreeneNoreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com1tag:blogger.com,1999:blog-5123327106374753155.post-82221844117837413922011-07-07T07:53:00.000-06:002011-07-07T07:53:10.173-06:00The Joy of Creating, Revising, and RedeemingThere is a phrase that we use at my school...Revise and Redeem! It is not our invention, we borrowed it from a presentation that Linda Darling-Hammond (don't you just love her name?) gave at an ELOB national convention several years ago. She was speaking to the value of revision, the value of the journey and not necessarily the destination, and allowing yourself the freedom to revise and thus redeem your work--several times--over time. Well, I've just finished a round of creating, revising and redeeming--and it feels good!<br />
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Based on working with teaching teams in designing Learning Expeditions and the work of Ron Ritchhart, the steps for designing Learning Expeditions are newly revised and redeemed to include a greater focus on assessment, collaborating, communicating, critical thinking, and creating AND some great ( in my opinion ) resources to support the both complicated and rewarding process of designing a Learning Expedition.<br />
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The creating part is my new site about iPads...really designed for a PD next week...the site itself will be short lived. And this is the cool part...you've probably heard of "flipped classroom" well...we're trying "flipped PD"! Teachers will hopefully work their way through the site, learning some care and feeding tips that would normally be the first part of PD, leaving that much more time to explore and differentiate for individuals. And another cool part is that I made my first youtube video, and also used an app called "show me" (an interactive whiteboard) to illustrate some parts and functions of iPads. I'll let you know how it goes.<br />
NoreeneNoreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com2tag:blogger.com,1999:blog-5123327106374753155.post-46620808292609971052011-07-01T08:17:00.000-06:002011-07-01T08:17:07.032-06:00Drawing and Painting Again<div dir="ltr" style="text-align: left;" trbidi="on">This is related to my last post about again being able to do things I thought were lost to me forever--that sounds pretty dramatic, but it comes close to the way I felt. My latest diversion, or self-expression that has come back to me is drawing and painting. For those of you who have only known me for the last 10 years, don't know about my "artistic" (loosely defined) side. Well, I've rediscovered it! Yeah! It started slowly, like the frog in the water that gets hotter and hotter--only this time the outcome is good--the frog gets boiled, I get liberated.<br />
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I took a class through the Colorado School of Mines (BTW, if you are a teacher and need quick and painless college credit, take a look at what they offer) called the illustrated field journal. It was all about sketching and writing. Now I sketch and write everyday. I've also begun to paint my window panels for our library and some deck chairs for a good friend. All things to celebrate.<br />
Noreene </div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com3tag:blogger.com,1999:blog-5123327106374753155.post-49467031983871852892011-06-30T08:04:00.000-06:002011-06-30T08:04:55.725-06:00Back from ISTE<div dir="ltr" style="text-align: left;" trbidi="on">Well, I'm back from the ISTE conference. A couple of things I wanted to say:<br />
1. It was a great and wonderful thing. It's not that I learned so much, but that I heard so and could envision so much about what the future of teaching could be....and IT IS NOT a future without teachers...some people are afraid of that. It is a future where we (teachers) have to share, and that is not a bad thing.<br />
2. I was not scared or anxious to any great degree, which meant I could be independent, grown up, open to hear and to learn and to experience. That is a gift. Maybe only a gift if you experience not having it. I am grateful<br />
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</div>Noreenehttp://www.blogger.com/profile/12261104220764550537noreply@blogger.com2