Tag Archives: relevance

Whitman Wednesday

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Feel free to play!!!  Most of the images I use are taken with my phone and edited in an app called Pixlr.  Upload to Twitter and/or Instagram with the hashtag #whitmanwednesday.

Use the project in your classroom to show your students how to connect words and images in meaningful ways. Talk about why the images they choose work with the words they’ve selected. Talk about color and line and vision. There is always room for art in English Language Arts (or any other subject, for that matter).

Homeschool, Hybrid school, and making opportunities

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Homeschool, Hybrid school, and making opportunities

Learning at home has been part of education since the beginning of civilization.  As far back as ancient Greece, only the elite went to schools while most children received instruction to some extent at home. Ancient Romans valued literacy, and even the poor learned to read and write  so that they could participate in the economy. The Jewish people of the Middle East of the first century established schools for all children to age 13, after which only the brightest were able to study under a master teacher.

By the Middle Ages, education became something only for the very wealthy or the clergy. The Renaissance brought about new interest in formal education, and the Reformation brought about the first hints of a universal and public education for children of all income levels.  A decline in the 17th and 18th century was followed by a resurgence of philosophy and epistemology that began with Johann Comenius, progressed through John Locke and Jacques Rousseau, and expanded with Benjamin Franklin and Noah Webster in the New World.

The cycle of education trends continued through the illiteracy of child laborers during the Industrial Revolution that preceded the advent of the first Kindergarten by Johann Heinrich Pestalozzi. Harbart developed and idea of teacher/curriculum centrality of education, while Montessori followed with more child-centered pedagogies.

As the cycles commenced, there was always a segment of the population that considered itself independently taught. Whether this was the surreptitious education of girls or the secret teaching to slaves, home school has been part of education, either underground or in public.

One of the major criticisms of the home school movement has been the isolation of the students. Perhaps this was legitimate concern at one time, but that is no longer the norm. There are, and probably always will be, families who choose homeschooling in order to prevent their children from interacting with the world beyond the home, but today, the resources available to home school families ensure interaction with other students of multiple ages in multiple venues. Museums, farms, galleries, aquariums and other attraction offer group rates for home school groups, and many offer special programs designed for students who have special interests in specific topics.

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This prima ballerina chose homeschool – hybrid education in order to pursue dance.

Some parents choose to home school because their children excel in sport or dance or competitive ventures that preclude attendance in a traditional school setting. These students are far from isolated; in fact many of them have connections with their peers in multiple geographic locations and from a wide variety of cultural backgrounds.

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Studying granite. Home schooled sisters explore a large monolith without time constraints.

For those home schooled students who are at risk for isolation because of location, health, or other inhibiting factors, the internet offers a way to connect without leaving home. There are massive open online courses and a multitude of derivatives that allow teens to connect with one another on line and form friendships. Short term events like #walkmyworld and #digiwrimo allow parents and students to participate in national and international forums without lengthy commitments. Sites like Youth Voices and KQED Do Now allow students to write about important issues from politics to social justice and interact and collaborate with other students without regard to location, school schedules, or test materials.  This interaction allows students to engage in meaningful collaboration which is sometimes missing in the traditional classroom.

In addition to the asynchronous opportunities, there are a number of accredited hybrid schools that allow students to meet in a traditional setting one or two days a week and work independently the other days. This affords the synchronous learning opportunities to supplement the at home learning. Students are able to collaborate face to face, participate in class discussions, and connect with each other as well as with a teacher who can come alongside parents. In many cases these students are fully independent; their parents support, but do not instruct.

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Hybrid school students collaborate on a project in two spaces: the classroom and online.

These schools also allow for online collaboration. Projects can be worked on both online and in the classroom, mimicking the pattern of projects in the business world. This benefits students as they learn the essentials of communicating in multiple modes.

I have taught in multiple venues and I see the affordances and constraints of both the traditional classroom, the hybrid school, and homeschooling. The most important element is keeping the needs of the students at the forefront, no matter what the educational model may be.

 

 

 

 

 

My gratitude to Robert Guisepe at http://history-world.org/history_of_education.htm for the background information!

On Rhizomatic Learning, Virtual Connections, and Sherwood Anderson

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For several weeks I have been immersed in a digital world. Coming back into a face-to-face reality has given me pause to reflect on the contrast between what is “virtual” and what is “real.”

It’s really Simon Ensor’s fault. In a Google Hangout during a conference, Simon asked someone to define “virtual buddy.”  He asked the question again on Twitter. He followed that with a blog post. And then he wrote a poem about belonging.  And so I started thinking.

The Hangout that began the process was a “between” space during the annual conference for the Association for Learning Technology, this year in Manchester, England. A number of presenters were from a virtually connected associates discussing a project called #Rhizo14. I had followed along with #Rhizo15 in connection while actively participating in #clmooc (another virtually connected community focused on learning), so I had an interest in the conference, even though I could not attend. I was introduced to the “between” Hangouts during yet another conference about hybrid pedagogy (#digped) when I was invited to participate by colleagues I met on Twitter through #clmooc. *

These “between” spaces were supposed to be a sort of “third space” for collaborative discussion about the keynote speakers at the conference. As they evolved they became a sort of debriefing for participants while the online participants (from all over the world) became sort of eavesdroppers who gleaned whatever information came through the on site players. It made me feel both connected and disconnected at the same time. When the on site players shared a single computer their conversation was often between themselves as they developed tactile relationships while the rest of us watched. When they returned to conference activities, those of us left in the Hangout tried to make sense of the information and even found ways to create our own “mini-sessions” of informal collaboration.  While I had connected with many of the participants (both on site and online) before this conference, Simon’s question made me consider the reality of those relationships beyond the words shared on the screen.

In a reflective post about Rhizo15, Dave Cormier discusses the challenges of creating a structured community in an unstructured idea (rhizomatic learning is by nature without formal structure). How can individuals belong to a community without creating a division between “we” and “them”; in this case those who had been around since the first experiment (Rhizo14) and the newbies who were just figuring out the concept? Dave writes far more eloquently than I about the conflict between Instructivism and Constructivism, but it all goes back to Simon’s original query: What exactly is a virtual buddy?

I have playing on the digital playground long enough that I no longer consciously differentiate between local acquaintances and those whom I have only met online. In many ways, I often feel MORE connected to those virtual friends because we have to make an effort to connect across time zones, geography, and cultural barriers. Underneath that, however is a common interest in how to harness the power of the internet to make education both accessible and relevant to as many people as want it. Along the way we discover other common interests: knitting, photography, Doctor Who, and other facets of life that have nothing whatever to do with education.

So are these friends “real”? And if they are, why is there a disconnect when some of them are together in a place while others of us connect from our own individual spaces? This whole new world of digital relationships and collaborations is messy. But then, new things are often messy. And not always “right”, especially at the beginning.

This idea of messy newness is a reflection of something Sherwood Anderson said to William Faulkner in June, 1953:

…America ain’t cemented and plastered yet. They’re still building it. That’s why a man with ink in his veins not only still can but sometimes has still got to keep on moving around in it, keeping moving around and listening and looking and learning. That’s why ignorant unschooled fellows like you and me not only have a chance to write, they must write…it won’t ever be quite right, but there is always next time; there’s always more ink and paper and something else to try to understand and tell. And that probably wont be exactly right either, but then there is a next time to that one , too. Because tomorrow’s America is going to be something different, something more and new to watch and listen to and try to understand; and, even if you can’t understand, believe.

(as cited in Meriwether, 2004, p. 8)

And there is the answer. Online relationships won’t ever feel “quite right”, but we must keep trying new ways to connect and eventually we will see something “different…more and new” that, even if we don’t fully understand, we can believe. In its imperfections, there is still connection. Perhaps the best part of being “virtual buddies” is the journey we are taking together into something unexpected.

 

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*All the acronyms are confusing, but much of the hybrid pedagogy/virtual connections take place on Twitter with extensions to Facebook and/or Google Plus. All of the things in which I participated were forms of MOOCs (massive open online courses) geared toward educators who wanted to explore and promote the idea of open learning. Rhizo  is based on the idea of the rhizome plant, one that sends out new growth from its roots so that the visible growth is supported by an underground structure that is interconnected. Dave Cormier is probably the leading expert in the current iteration and his ideas on the purpose of education need more thought that I intend for this particular post. DigPed is attached to the Hybrid Pedagogy journal. The Connected Learning MOOC (#clmooc) was a six-week course for educators organized mostly by professionals connected to Youth Voices. All of the hashtags are still active on Twitter.

 

 

 

 

References

Meriwether, J. B. ed. (2004), William Faulkner: Essays, speeches, & public letters. New York, NY: Modern Library. Random House, Inc.

RE(MEDIA)TE clmooc Make 2

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hydrangea-photoI love hydrangeas. When I visited Savannah at the beginning of June, I took dozens of pictures from every angle and of every color I could find. It made sense to begin this project, RE(MEDIA)TE, with a personal photo of something I love.

Why hydrangeas? I think it is because they can change with the acidity (or aluminum) in the soil. High pH leads to pink blossoms, while a lower pH produces blue blooms.  The whole range of color, from rich red to deep purple is all dependent on the acid in the soil. The plant adapts to the changes in the soil, and a plant that is naturally pink can be made blue by manipulating the circumstances of the growing environment.

People have a harder time adapting to change. Many shrivel up when things get hard,  while others refuse to bloom at all unless conditions are just right. What if we, as educators, can teach our students how to “remediate” their responses to the challenges they face in life, whether or not it is academic.  Certainly no one can predict how the future will unfold, and it is rare to live very long without some unexpected change. What if we can use our classrooms as adaptive spaces, where students can find their identities and understand that flexibility will keep them moving forward when the hard times come? In fact, it is the challenges that make us more beautiful, even though the outcome is nothing we could have anticipated. Like hydrangeas, the acid/alkaline balance of life’s circumstantial soil does change us. If we can anticipate that change, perhaps we can welcome it and appreciate its loveliness. And if we can pass that message to our students, perhaps we reach beyond our content area to real-world learning.
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My re(media)tion began with a photo. Good photos require an attention to aperture and shutter speed, light and shadow, as well as composition. As I changed media and took to colored pencils, I had to consider shape and color in different ways. Shapes were something that photography captured for me. The image as colored pencil drawing is not realistic. That is a decision I made as a creator, based largely on my skill set.

There are other artists whose techniques create drawings that rival photography in detail and accuracy. Neither is better than the other; it’s a decision each artist makes in order to capture the image in his/her mind. Or it is a decision based on constraints of technical ability or available tools.

Once I was satisfied with my drawing, I scanned it in order to re(media)ate to a form I am comfortable with and that I enjoy tremendously. I find digital art such a freeing form. I am a pretty good photographer and a mediocre sketch artist, but Photoshop Elements lets my imagination run free without the hindrances of a lack of ability or training.hydrangea-pencil 004

This is an important consideration for our students. Some will be gifted writers. Other will excel in various art forms or physical accomplishments. When we consider re(media)tion, we must consider that each student will come with his own set of abilities and challenges. When we meet students at their comfort levels first, we are then able to guide them to new ideas, new experiences, and walk them through the art of becoming. They may only identify as athletes or an artists or a mathematicians, but we can teach them to embrace new ways of expression and in the process, help them develop a new skill.

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I used a variety of digital techniques to manipulate my original image. I started by scanning the colored pencil drawing so I could pull it into Photoshop Elements (PSE). Someday I’d like to move up to the whole Creative Suite, but for now, PSE does everything I need. And what it doesn’t do, I can usually figure out a way around it. That’s another good life lesson for our students. Sometimes the way you think you’re going to accomplish something requires a change of plans and some creative rigging.  Back to techniques. I used several art filters: high pass, watercolor, darken image, and a few others. I changed blending modes and ended up with a nice foundation. Then I added some textures, mostly my own creations, but one from a company call Design Cuts that has some really fun effects, textures, and overlays.

hydrangea-remix007WEBThat was artistic enough, but fantasy/imagination is an important part of remix. I have a former student who is a ballerina and my favorite model. I had wanted to do a fairy themed set of digital art pieces, and I knew she would be game to play along. We ended up doing a whole series of photos that I am currently turning into Elemental Sprites: Air, Fire, Water, and Earth. It’s great fun for me, and she loves the end result.

I remembered one of the photos from the shoot taken in an outdoor location that allowed me to easily extract her. I added some wings from Deviant Art (once I changed the colors to work with my theme.) Then it was a matter of placing her in a place that made sense. And isn’t that also true of life? If we are haphazard with where we place our trust or our skills, we may find ourselves in precarious places. We must think through life’s decisions, and the sooner we can help our students see that, the better prepared they will be for a world where they are in control of all their decisions.

I finally added a quote to finish the piece. I looked for the source, but couldn’t find it. Still, it fit the scheme of the artwork, so different from the original photo, yet still totally me. I think that’s one message of re(media)tion: freedom in creation expands the mind and allows the self to continue on a journey of becoming.

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Twitter: My Capstone PowerPoint

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Hopefully all the links are intact!

Presentation-EDUC7797 Capstone-May1-2015.pptx

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Twitter as a Tool: My Capstone Presentation

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I much prefer written words and live audiences to recordings, but this is good practice! I also used a new-to-me-tool to record, so be gentle in your critique. One thing is sure, I will continue to research and study and practice Twitter in the English/Language Arts classroom.

Twitter_logo_wordPart One

Part Two

#walkmyworld: Dreamscape

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 “To sleep, perchance to dream…” (Hamlet, Act III, Scene 1)

When I dream

When I dream

How do dreams reflect identity? How does the unconscious mind become the conscious decisions of daily life or long term plans? Who am I in my dreams and can that become reality if I so desire?

This week’s learning event afforded an opportunity to consider the power of dreams, but also reflect on which dreams are worthy of pursuit.

Dreams release us from all limitations, but also bring our fears to life. Patrick Ness’ book, A Monster Calls, brings to life an old yew tree in the dreams of a boy who must find a way to cope with his dying mother. The fear of monsters parallels the fear of the disease and how it has and will continue to affect his life.  As the protagonist faces the dual monsters (the tree and the cancer), he finds himself able to do things he never imagined.

Of course, it is a work of fiction, but in many ways, dreams can help us discern new ways to manage life’s stress because in dreams we are not limited to what is practical.  As a teacher, some of the best lessons I’ve ever written have come either in dreams or in that twilight between waking and sleeping. Once the idea is discovered, the analytical daytime mind can begin to work out the logistics of overcoming the limitations of practicality.

Some dreams can take on a real life, as Ryan Neil demonstrates as an American ShokuninHis artistic dreams manifest in Bonsai, where he has learned to balance life and design to create living sculptures that will live for hundreds of years. This is the beauty of art, no matter what the medium. I have some skills with photography and digital manipulation, and if I were to describe an impossible dream, it would include being discovered as an artist and making a living with this kind of creativity. My logical mind, however, sees the limitations (including my inability in sales and marketing), and puts my art into the category of hobbyist.

Relax and dream

Relax and dream

Still, the creativity of my dreams does find its way into the classroom. I never teach the same lesson twice–even on the same day. Every class has its own personality and requires a unique approach, a certain kind of humor, and a personal touch. I use the analysis to create goals and objectives and outlines, but once class begins, I shape my lessons in much the same way Neil shapes his Bonsai art.

One element of pursuing dreams is the freedom to do so. The arts offer that kind of freedom. Today’s educational system does not. The current obsession with standardized tests, single stream learning, and strict analysis places nearly insurmountable limits on teachers. The standards themselves are not the issue, for the most part. The application of those standards, however, puts many teachers in a bureaucratic maze with only one escape route. This devalues the creative passions of the teacher as well as minimizes the students’ ability to innovate, create, and think beyond multiple choice. What will happen to the dreamers and the visionaries if they are forced to conform to a false norm? Is there a place for the Einsteins and Edisons in our elementary schools today?

Nightmare

Nightmare

Teachers must dream bigger than ever in this day of sameness. We must find new ways to talk about literature and culture and society. We must create new ways to connect content with life in relevant ways all while ensuring our students are able to perform on state test day. It is a challenge that for me has inspired a new dream. While I once dreamed of leaving a legacy in the world of visual art, I now dream of leaving a legacy in adults who, having walked into my world classroom, are not afraid to push back, who value creative problem solving, and who are able to meet ridiculous regulations with style, panache, and enough humor to know that in the long run, life is a better teacher than textbooks anyway.

 

#walkmyworld: Totem-style

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#walkmyworld: Totem-style

Totems are not things I generally consider often. I associate them with trips to Seattle and thoughts about Alaska, but as a general rule, they’re just not on my personal radar. And then came learning event 5:  http://bit.ly/walk2015le5.

By definition, a totem is a sacred object that represents a group of people connected by lineage, family, or tribe. When families are fractured, however, the ideal symbol is elusive. One side of my family may be best symbolized by wheels: trucks, race cars, go carts, and gears. The other side is less connected, some sharing a similar faith, some a love for words or music, and others deeply patriotic. There isn’t a real shared tradition or history; in fact, it is difficult to trace back even names more than two generations removed.

2014WEB02So the idea of a totem has to be rethought. My last 30 years have been spent creating a family with the guy I married at 22. On our 25th wedding anniversary I created a book that contained some of the best memories. It’s certainly not sacred, but it is a symbol of our life together.

 

 

 

 

“Maybe it comes and goes. Maybe it’s always there.” Jonathan Levitt

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Feelings often do come and go, but the commitment represented by any totemic symbolism is always present as underscore and foundation upon which the rest is built. The challenges of mortgages, moves, career changes, and loss are balanced with the satisfaction of raising three independent young women and still actually liking each other at the end of each day.

 

 

 

And so, more than 30 years since our first date, our totem rises higher and higher, represented in thousands of photographs, lived out by the real people who make up our family.

Thanksgiving 2014

Thanksgiving 2014

For the full book, click here.

Pearson: a Rant

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For all the research to the contrary, US public education continues to bow down at the feet of the mighty monopoly that is Pearson publishing. Although study after study demonstrates the need for education to be interested driven and project based in order to develop critical thinking skills, states, districts, and administrators turn to the easy solution, a one-size-fits-none approach provided by a single company.

Pearson has aggressive lobbyists, top-notch marketing and a highly skilled sales team. Until the New York attorney general cracked down in late 2013, Pearson’s charitable foundation made a practice of treating school officials from across the nation to trips abroad, to conferences where the only education company represented was Pearson….

The story of Pearson’s rise is very much a story about America’s obsession with education reform over the past few decades.

Ever since a federal commission published “A Nation at Risk” in 1983 — warning that public education was being eroded by “a rising tide of mediocrity that threatens our very future as a nation and a people” — American schools have been enveloped in a sense of crisis. Politicians have raced to tout one fix after the next: new tests, new standards, new classroom technology, new partnerships with the private sector.

K-12 superintendents and college administrators alike struggle to boost enrollment, raise graduation rates, improve academic outcomes — and to do it all while cutting costs.

In this atmosphere of crisis, Pearson promises solutions. It sells the latest and greatest, and it’s no fly-by-night startup; it calls itself the world’s leading learning company. Public officials have seized it as a lifeline.

How can a company meet the individual needs of students in a diverse nation such as the US? The short answer: it can’t. Yet every year, more schools turn to Pearson for a quick solution to a political problem. Teachers in the classroom are painfully aware that with every additional test from Pearson students fall further behind. They lose interest in the learning process as creativity is discouraged and interest-driven study is relegated to after school activities. Is it any wonder the home school movement is gaining steam? Critical thinking is developed by problem solving, collaboration, and desire to progress. Pearson’s single strategy does nothing but develop excellent test-takers who do not retain information because there is no context or relevance for any of it once the test is over.

Parents and teachers and voters need to insist that education is customized for the students in their districts. Student needs change from urban areas to rural, and geographical variances.  There are some common elements required, but once the basics of reading and mathematics  is established, education must offer flexibility if US students are to be competitive on a world market. Until the system values innovation, creativity, and self-driven learning, US students will continue to fall behind the rest of the world.

Read more: http://www.politico.com/story/2015/02/pearson-education-115026.html#ixzz3S3UhOYVk