- Seven Steps to a Flat Classroom
- A. What is a Flat Classroom?
- Flattening your classroom
- Understanding the term Flat Classroom
- Understanding synchronous & asynchronous communications
- Understanding the principle of dual communications
- Understanding characteristics of Flat Classrooms pt. 1
- Understanding characteristics of Flat Classrooms pt. 2
- Starting the Flat Classroom Project
- Characterizing a successful Flat Classroom teacher
- Setting up a Flat Classroom Project Matrix
- Setting up a flat digital video assignment
- Understanding the collaborative wiki assignment
- Assigning additional assessments during a FC Project
- Applying the ISTE Nets Standards to your Global Projects - Standard 1 - Creativity & Innovation
- Applying the ISTE Nets Standards to your Global Projects - Standard 2 - Communication and Collaboration
- Applying the ISTE Nets Standards to your Global Projects - Standard 3 - Research & Information Fluency
- Applying the ISTE Nets Standards to your Global Projects - Standard 4 - Critical Thinking, Problem Solving, Decision Making
- Applying the ISTE Nets Standards to your Global Projects - Standard 5 - Digital Citizenship
- Applying the ISTE Nets Standards to your Global Projects - Standard 6 - Technology Operation and Concepts
- B. Step 1: Connect Yourself
Saturday, February 12, 2011
Flat Classroom 1
Prezi Training
- Prezi
- A. Getting Started with Prezi
- C. Navigating in Prezi
- D. Creating a Prezi
- H. Managing on Prezi.com
- J. Publishing a Prezi
- K. Finding answers on Prezi.com
Wednesday, February 9, 2011
Wednesday, January 26, 2011
Sunday, January 2, 2011
Tuesday, December 28, 2010
Image Sources
Top 10 Sites for Images & Clip Art
Pics4Learning - A very popular site to find free safe to use images for teachers and students.
Cyclo.ps - A search engine that searches the most popular free image engines around and provides a nice one stop shopping of sorts.
School Clip Art - A great site for free school clip art.
Ookaboo - A nice creative commons (free) site for finding great images for class work.
Picsearch - Excellent image search engine if used w/ a district's filtering solution.
Veezzle - A wonderful free stock photo search engine.
Google Swirl - An innovative way to search for images and see their relationships w/ each other (use w/ Google Safe Search enabled).
Free Photo Bank - An easy way to find creative common images.
Open Clip Art - A great way to find free clip art to use.
Find Icons - A nice site for free icons.
Pics4Learning - A very popular site to find free safe to use images for teachers and students.
Cyclo.ps - A search engine that searches the most popular free image engines around and provides a nice one stop shopping of sorts.
School Clip Art - A great site for free school clip art.
Ookaboo - A nice creative commons (free) site for finding great images for class work.
Picsearch - Excellent image search engine if used w/ a district's filtering solution.
Veezzle - A wonderful free stock photo search engine.
Google Swirl - An innovative way to search for images and see their relationships w/ each other (use w/ Google Safe Search enabled).
Free Photo Bank - An easy way to find creative common images.
Open Clip Art - A great way to find free clip art to use.
Find Icons - A nice site for free icons.
Friday, December 24, 2010
Saturday, December 4, 2010
Tuesday, October 5, 2010
Voice Lesson 2 - Self Portrait - Marc Chagall
What is Chagall saying about himself in these portraits? After all, he chose the stokes, the colors, the expression...How might he complete these statements for either or both portraits:
I am...
I feel...
Base your statements on the picture, not your feelings. If you think you have an idea what Chagall is saying about himself, what is your evidence that supports your idea?
I am...
I feel...
Base your statements on the picture, not your feelings. If you think you have an idea what Chagall is saying about himself, what is your evidence that supports your idea?
Voice Lesson 1- Self Portrait: Van Gogh
What is Vincent saying about himself in these portraits? After all, he chose the stokes, the colors, the expression...How might he complete these statements for either or both portraits:
I am...
I feel...
Base your statements on the picture, not your feelings. If you think you have an idea what Van Gogh is saying about himself, what is your evidence that supports your idea?
I am...
I feel...
Base your statements on the picture, not your feelings. If you think you have an idea what Van Gogh is saying about himself, what is your evidence that supports your idea?
Voice Lessons 5 - Mr. Jones Musical Self-Portrait
If I had to pick a song that really speaks to me as to who I am and what I hope to be, this is it!
Voice Lesson 3- Adagio for Strings, Op. 11
Listen to the music. What kind of voice does this music have. What if this music was a type of self-portrait? How might you complete these statements that capture the voice of this self-portrait?
Sunday, October 3, 2010
Pro & Con
It seems that today our leaders could not agree on a law that celebrates Motherhood, Childhood, or the glorious Americanism of Fireworks on the 4th of July and the deliciousness of apple pie! But that has happened before and since the truth is that most Americans are good and reasonable folk when not pressured by the fear that tough times bring, this too will pass. (Remember: Desperate Times call for Desperate Measures). The problem is that for MOST Americans times are not desperate AT ALL! Yeah, OK, things are not going the way we want and the world has got a boat-load of problems, but in the grand scheme of things we are FAR better off than most.
I found this site that might be helpful to gain some perspective. If we could just calm down and analyze issues reasonably, and KNOW in our hearts that there are reasonable perspectives on BOTH sides of an issue, we might, just might, gain some measure of understanding AND sophistication.
This last aspect is what I want for my students: Sophistication: go ahead look it up!
(Pay particular attention to the antonyms)
Anyway, as usual, I digress...take a look at ProCon.org It gives a fairly objective perspective from folks in the "fight" on various issues. All you need is an e-mail address to register. Be sure to include Spring Forest as your organization.
To me a sophisticated person does not jump to one polarized view or another without giving the matter some serious thought. It is completely OK, in fact a duty of citizenship, I believe, to take time to consider views that you don't initially agree with and not be opposed to the idea that you could be wrong in your initial judgment(s).
Take a look at the definition and consider it. Take a look at the Pro/Con site - pick an issue that you are interested in - particularly one that you have your mind "made-up" on - and consider the other side without passion, but with intellect. It is a tough exercise, but worth it. Enjoy!
P.S. Parents - this is a great exercise to engage your children in thoughtful discussion!
I found this site that might be helpful to gain some perspective. If we could just calm down and analyze issues reasonably, and KNOW in our hearts that there are reasonable perspectives on BOTH sides of an issue, we might, just might, gain some measure of understanding AND sophistication.
This last aspect is what I want for my students: Sophistication: go ahead look it up!
(Pay particular attention to the antonyms)
Anyway, as usual, I digress...take a look at ProCon.org It gives a fairly objective perspective from folks in the "fight" on various issues. All you need is an e-mail address to register. Be sure to include Spring Forest as your organization.
To me a sophisticated person does not jump to one polarized view or another without giving the matter some serious thought. It is completely OK, in fact a duty of citizenship, I believe, to take time to consider views that you don't initially agree with and not be opposed to the idea that you could be wrong in your initial judgment(s).
Take a look at the definition and consider it. Take a look at the Pro/Con site - pick an issue that you are interested in - particularly one that you have your mind "made-up" on - and consider the other side without passion, but with intellect. It is a tough exercise, but worth it. Enjoy!
P.S. Parents - this is a great exercise to engage your children in thoughtful discussion!
Monday, September 20, 2010
Images, Perspective and Responsibility
I saw an exhibition of artist Chris Jordan in Austin this summer. His work is interesting to say the least. He takes very small images and turns them into very LARGE canvases. You find yourself reading about the work, standing back from a distance and then zooming yourself in close to the canvas. The cool thing here is that by clicking on the images selected, the page does the zooming.
The main reason I thought of this for this post is because I am trying to introduce a new way for the students to approach writing - Image Grammar. You try to develop an artist's palette and then apply the "colors" of the palette with a number of "Brush Strokes". The idea is that by approaching a written composition like a work of art, made up of different elements and with varying techniques, it becomes a thing of great beauty and enjoyment.
Another reason is that these images challenge our perspectives. Tomorrow we will learn about "Zooming In" on our writing to alter the perspective of our readers. Lastly the artists descriptions provide food for thought. Go here to access the site. Enjoy them, pick one to write about and tell us what it makes you think about, in detail!!
The main reason I thought of this for this post is because I am trying to introduce a new way for the students to approach writing - Image Grammar. You try to develop an artist's palette and then apply the "colors" of the palette with a number of "Brush Strokes". The idea is that by approaching a written composition like a work of art, made up of different elements and with varying techniques, it becomes a thing of great beauty and enjoyment.
Another reason is that these images challenge our perspectives. Tomorrow we will learn about "Zooming In" on our writing to alter the perspective of our readers. Lastly the artists descriptions provide food for thought. Go here to access the site. Enjoy them, pick one to write about and tell us what it makes you think about, in detail!!
Tuesday, September 14, 2010
Lamb to Slaughter?
The short story Lamb to the Slaughter by Roald Dahl tells the tale of love and betrayal and vengeance and retribution with an interesting evidentairy twist or wrinkle. Why do you think the author chose this title? Have you ever heard someone say something is like a "lamb to the slaughter"? Ask your family or friends for their explanation of what it means to them. Then Google it - I did - lamb to slaughter saying - and got this.
Read the explanations you find and look at the history of the saying. Now think again, using evidence from the short story, what are the enduring messages, the controlling ideas, the themes? Then try to come up with an answer to the original question: Why do you think the author chose this title?
Read the explanations you find and look at the history of the saying. Now think again, using evidence from the short story, what are the enduring messages, the controlling ideas, the themes? Then try to come up with an answer to the original question: Why do you think the author chose this title?
Thursday, September 9, 2010
Welcome!
Please post a comment to the class blog! The Question of the Hour?
If you could change one thing about Spring Forest Middle School, what would it be and why? Please explain your answer in detail.
If you could change one thing about Spring Forest Middle School, what would it be and why? Please explain your answer in detail.
Monday, August 16, 2010
Thursday, August 5, 2010
Thing # 23
What were your favorite discoveries or exercises on this learning journey?
I enjoyed all the exercises, although many of the Things involved applications, tools, or platforms of which I was already familiar. I think that aspect made the exploration that much more enjoyable. The mystery and unease were removed and I always found some new twist of functionality that I had either never seen or missed. Having said that, my favorites were the on-line image generators (Thing 10) and the Web 2.0 Awards (Thing 19). However, my favorite was finding other “Things” as off shoots from the tool you began with. This resulted in hours of enjoyment.
How has this program assisted or affected your lifelong learning goals?
Participation in the program has reinforced the idea that there is always something new to learn - always some interesting way to engage or re-engage students. For the most part, it has been an experiential application of some of my life/parent/teacher mantras – “Be the Change you wish to see in the world” and “Talk is Cheap!”
Were there any take-a-ways or unexpected outcomes from this program that surprised you?
I suppose I always KNEW this, but it was a pleasant surprise to re-learn how clarifying and even therapeutic creativity and writing can be.
What could we do differently to improve upon this program’s format or concept?
I would like to see some activities/assignments that required participants to demonstrate more than basic competence in programs such as Excel and Photoshop. (I have dark, blind spots with these) The assignments should be difficult enough to require some serious time with Atomic Learning in order to complete them. I would also like to see a staff development opportunity that requires the completion of an entire PBL unit – Essential Questions, Unit Questions, Presentation Products, Student Samples (what a teacher would like to see their students produce), scaffolds, instructions…everything needed to pull it off. I think having the opportunity to collaborate on a project or even products in a work-flow environment would be especially beneficial.
If we offered another discovery program like this in the future, would you choose to participate?
Definitely, unequivocally YES. Further, I would like to see the district require a Things course for all instructional staff – (particularly administrators, CIS, Coordinators, even the Superintendent and Board members (Good Luck with that!). I do not think this is unreasonable given all the instruction benefit that would flow from it. I think having administrators participate would create community AND give great insight to the challenges of incorporating effective use of technology in the classroom. The bean counter Big Wigs would benefit in experiencing the Bang for the Mega & Scarce Bucks they have to raise, justify and allocate.
How would you describe your learning experience in ONE WORD or in ONE SENTENCE, so we could use your words to promote 23 Things learning activities?
23 Things: Relevant, Worthwhile, Inspiring, and Renewing Professional Development.
(Yeah right, like I can say only 1 word – that’s like 1 Pringle!)
Now go and comment on some of the other Players' blogs?
OkeyDokey!
I enjoyed all the exercises, although many of the Things involved applications, tools, or platforms of which I was already familiar. I think that aspect made the exploration that much more enjoyable. The mystery and unease were removed and I always found some new twist of functionality that I had either never seen or missed. Having said that, my favorites were the on-line image generators (Thing 10) and the Web 2.0 Awards (Thing 19). However, my favorite was finding other “Things” as off shoots from the tool you began with. This resulted in hours of enjoyment.
How has this program assisted or affected your lifelong learning goals?
Participation in the program has reinforced the idea that there is always something new to learn - always some interesting way to engage or re-engage students. For the most part, it has been an experiential application of some of my life/parent/teacher mantras – “Be the Change you wish to see in the world” and “Talk is Cheap!”
Were there any take-a-ways or unexpected outcomes from this program that surprised you?
I suppose I always KNEW this, but it was a pleasant surprise to re-learn how clarifying and even therapeutic creativity and writing can be.
What could we do differently to improve upon this program’s format or concept?
I would like to see some activities/assignments that required participants to demonstrate more than basic competence in programs such as Excel and Photoshop. (I have dark, blind spots with these) The assignments should be difficult enough to require some serious time with Atomic Learning in order to complete them. I would also like to see a staff development opportunity that requires the completion of an entire PBL unit – Essential Questions, Unit Questions, Presentation Products, Student Samples (what a teacher would like to see their students produce), scaffolds, instructions…everything needed to pull it off. I think having the opportunity to collaborate on a project or even products in a work-flow environment would be especially beneficial.
If we offered another discovery program like this in the future, would you choose to participate?
Definitely, unequivocally YES. Further, I would like to see the district require a Things course for all instructional staff – (particularly administrators, CIS, Coordinators, even the Superintendent and Board members (Good Luck with that!). I do not think this is unreasonable given all the instruction benefit that would flow from it. I think having administrators participate would create community AND give great insight to the challenges of incorporating effective use of technology in the classroom. The bean counter Big Wigs would benefit in experiencing the Bang for the Mega & Scarce Bucks they have to raise, justify and allocate.
How would you describe your learning experience in ONE WORD or in ONE SENTENCE, so we could use your words to promote 23 Things learning activities?
23 Things: Relevant, Worthwhile, Inspiring, and Renewing Professional Development.
(Yeah right, like I can say only 1 word – that’s like 1 Pringle!)
Now go and comment on some of the other Players' blogs?
OkeyDokey!
Wednesday, August 4, 2010
Thing # 21
I spent my summer in staff development. I was guided by my reading of A Whole New Mind - Why Right Brainers Will Rule the Future by Daniel Pink. As a Language Arts teacher, it was such music to my soul. Naturally, my little PhotoStory attempts to reflect that feeling.
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