Wk 4-Response to Ricardo's post

With as much that has been going on with school I am finding myself getting away from staying focused on the prize. My attempts to manage and keep the work flow going need to be thought of with more intensity. Our journey in our education and the experiences we learn during the process are important and make up a large part of our teaching knowledge. Managing those skills and applying them to the real world setting is the goal of my next few weeks.


Hey Ricardo!
It is getting hard to stay focused huh. You are so almost there and just think, we only have one month left. This has been an incredible learning journey and I am glad I was able to go through it with you. Our group has rocked through this whole year. There are definitely more great things to come for us. Good luck on your journey. Your students are lucky to have you. ROCK ON!


Sources:Week 3 Free Post
URL: http://ricardomirelesmediaassetcreation.blogspot.com/
Retrieved December 13, 2010

Wk 4-Response to Shahe's post

I have been debating between whether or not I want to do a presentation for my publishing/leadership project or an article.  I enjoy doing presentations and public speaking and would love to present my AR at a conference especially the Illinois Education and Technology Conference since I live in Illinois and have attended it before; however, I have never written something to be published before and would like to give it a shot.  I feel like I am taking a risk because I am stepping out of my comfort zone.  I have never been one for writing, but I always loved creating PowerPoint presentations.  This is going to be a challenge for me, but I am up for it.  My only hope is that I am satisfied with my selection.  

I have been looking at different journals for publication purposes.  I’m really interested in Educational Technology Research and Development because they focus solely on research and development in educational technology.  I felt that this would be a perfect fit for my article to get published in because my article primarily discusses my own personal research and development on a technological level inside my classroom.  The other journal I was interested in is The Journal of Special Education (SED).  Although I am a special education teacher, I am debating if this journal will suit my article because it has a different focus.  I will be conducting more research on this journal to see if my article will fit well.  JSET also known as Journal of Special Education Technology is one of my favorites.  I am familiar with this publication and feel that my article is well suited for them because they focus on technology in the field of special education, which is what I am focusing on.  I am still exploring my options, but I am excited to see if my article will be of use to the journal publications I choose.    

Hey Shahe!

That's cool you decided to try to get published instead of doing a presentation. You did an awesome AR Project and for others to read about it and duplicate it in their own classroom would be so great. I am sure you are a great presenter and who knows, you may just end up doing both. Good luck and I expect you will do more great things with your students.

Sources: Wk 4- Publishing/Leadership Project Part 1 of 2: My Intentions, Shahe
URL:http://web.me.com/smabdelrahim/Shahes_MAC_Blogger/Welcome.html
Retrieved: December 13, 2010

Wk 4-Reading CH. 10-12

I love how the author took the blame for the mistake during a performance. I had a professor in college who when the class did poorly on a test tell us, "I am sorry. I must not have taught this particular curriculum well. I will reteach it and again, my apologies." That has stuck with me through the years and I have had to say that to my students. It is important to not place blame on everyone else but to accept some of it as your own. It is not us (teachers) vs them (students), it is we as a class and we as a school. So I will try to be the whole board, not just a game piece.

Wk 3-Reading CH. 7-9

I agree with the author that we need to not focus primarily on what went wrong with whatever we are doing but what went right. I've done this many times. I will be presenting and mess one little thing up but other than that the presentation went smoothly and everyone was engaged and asking questions. Yet when I am done, all I can focus on is that one little flub. That little flub will then follow me into the next time I present. What I need to focus on is the fact that I alone am the only one who noticed the little mistake. We definitely need to include mistakes in our performance. If not when or if we do make a mistake, it will haunt us. I tell my students all the time that one little mistake is nothing, look at what all you did well. Guess I need to do as I say also.

Wk4 Publishing/Leadership project part 2 of 2: Introduction

I chose the the Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children for one of the places to try to publish my article to. This journal focuses on helping those who work with students with disabilities. It includes research on the teaching of exceptional children along with critical issues facing teacher education. The TESE is published every 3 months. As a special educator and because of the type of AR Project I have done, I felt this journal would be a perfect choice.

The Educational Technology Research and Development journal is published bi-monthly. Its focuses primarily on research and development in educational technology. It also has a section that focuses on the whole spectrum of researching a type of technology and following it through the planning, implementation,  and evaluation of the researched technology. They also test each research in a variety of educational environments. Another great journal that fits perfectly with what my AR Project consists of.

Here is a link to my project site: files.me.com/parkc/gviq3c
Images downloaded on 12/10/10 from their respective sites.

Wk 3 Publishing/Leadership project part 1 of 2: What to do? What to do?

So I have been thinking a lot about this project and I keep going back and forth on what I want to do. I could do a presentation and make a cool slide show but then I would have to present to a large group of people. This scares the bleep out of me and I stress about it for days even though the presentations I have done in the past have always been just fine. Then I thought well I guess I have to do a paper then. This would be ok but seems kind of boring to me, which makes me switch back to the presentation again. As you can see I have a hard time making decisions. I would ask somebody for their opinion but I will just change my mind and do what I would rather do anyway. I am kind of leaning towards the paper presentation even though it might not be as fun. Either way when I am doing the project my enthusiasm for what I am writing about will show through in slides or words so they are both equally fine in my mind. Except for the whole people in front of me thing. I tend to trip up on words when presenting because my mind runs faster than my mouth. I will probably write a paper.

Wk 3-Response to Tom's post

This weeks reading asks the reader to reflect on three interrelated topics. The way things are, finding a starting point. Giving way to passion, what are you doing to make a difference, and Lighting a spark, the universe of possibility?
A Down Hill Challenge, an analogy that I have experienced first hand, as I am an experienced down hill skier and racer. I learned to ski in the powder snow in the West, Colorado and California. I became an accomplished down hill skier and racer. When I moved to the East Cost, I had to learn how to ski all over again. It is called boilerplate skiing, skiing on ice. Not an easy accomplishment to return to the same skill level that I had reached out West. I learned that in order to succeed one must push one self with in an inch of losing total control (yard sail). To succeed one must fail. Get up and try again or you will not succeed. The challenge in education is too push the students an inch out side their comfort zone, and help them to learn from the experience and expand their comfort zone.
To use the same analogy from A Down Hill Challenge, I moved to a ski town in Vermont for other reasons, with out ever having skied in Vermont, but with my passion for skiing I was not going to experience Vermont skiing with out a “no hit, no run and no errors” game! I studied with the best skiers; I skied with the fastest skiers and for a number of years was the last one down the hill (had to buy the first round). I was presented with an obstacle (Vermont Skiing) but with my passion for skiing I over came that obstacle. I have carried that sprit of passion thought my entire life both business and pleasure. I have taken that passion for life in to the classroom, infected my students and turned them lose down the hill (let us just hope they do not break as many bones) because the last one down byes.
The universe of possibility, the life force for an educator is perhaps nothing more than the passionate energy of the educator, to connect, express, and communicate with the student, the conscription of student in the passion of that educator. The flame, that passes from one student to another, and spreading that flame in all directions. Although, at times it would seem the use of a blowtorch might be necessary.


Hey Tom!You are so right that students need to be challenged and pushed outside of there comfort zones. If teachers didn't push students they would never learn to push themselves. I like how you said you push students an inch at a time to expand their comfort zone. Pushing too much can sometimes backfire causing students to shut down. So keep pushing and challenging your students. Oh, and can I borrow your blowtorch?Cherie Park


Sources: MAC_Wk_3_Reading
URL:http://web.me.com/tomcoleman863/MAC_Blog/Blog/Blog.html
Retrieved: December 8, 2010

Wk 3-Response to Mollie's post

Chapter 7: The Way Things Are

This book has been such a great read and has hit home in every single chapter. Yet another principle I could work on personally is the notion of being present without resistance. Being present without resistance allows you to answer the question, “What do we want to do from here?”  This creates possibility.

I fall victim to not removing “SHOULDS” all too often. Because I travel so much for work, I often cause myself stress by thinking about the mother that I SHOULD be for my kids if I weren’t on the road so often.

The example of the family and their communication problems (the “Wall” the son had “built”) was a grat illustration of how our perceptions influence physical reality.

Chapter 7 Practice

1. 1.Be present to the way things are , including our feelings about the way things are
2. 2.removing “shoulds”... stop addressing and thinking about the way things SHOULD be
3. 3.Close the exits. This means staying with the feelings, whatever they are.
4. 4.Clear judgements. 
5. 5.Distinguish physical from conceptual reality

Chapter 8: Giving Way to Passion

I’ve always considered myself a creative, passionate person. This chapter made me look at one of my other dominant traits---extreme organization and control--and realize how I have a very real capacity to make myself crazy!

Chapter 8 Practice

1. 1.Notice where you are holding back, and let go. Release those barriers of self that keep you separate and in control, and let the vital energy of passion surge through you, connecting you to all beyond.
2. 2.Participate wholly. Allow yourself to be a channel to shape the stream of passion into a new expression for the world. 

Chapter 9: Lighting a Spark

The part of this chapter that I struggle with personally is “having now doubt that others are ready to catch my spark.” I often feel self conscious or insecure about putting ideas “out there” ... but then find myself annoyed and underwhelmed by ideas and content generated by others when I know I could do better!

Chapter 9 practice

Enrolling - enrollment is not about selling someone on the concept of doing something--it is the practice of generating a spark of possibility for others to share. It’s also about being ready, in turn, to catch a spark from others. 

1. 1.imagine that people are an invitation for enrollment
2. 2.stand ready to participate, willing to be move and inspired
3. 3.offer that which lights you up
4. 4.have no doubt that others are eager to catch the spark
   
   
   
   
   
   
   Hey Mollie!
   Extreme organization and control in one package? I feel for ya. It is hard to let things go and feel like you have done everything you could possible do in all areas of your life having those two characteristics. I'm guessing you are pretty hard on yourself. I can relate to not wanting to toss thoughts or ideas out there because you're not sure they are good enough. I put a lot of pressure on myself to achieve the perfect grade, and produce the perfect lesson plan and when it isn't quite perfect I beat myself up about it. I believe you are very smart and capable of achieving great things. Sometimes you just need to let go a little and just roll with it. Good luck to you in all your endeavors.
   
   
   
   
   Sources: Week 3 Post 1: The Art of Possibilities Chapters 7-9
   URL: http://web.me.com/molliehoff/Mollie_Sterling__Media_Asset_Creations_Blog/Welcome.html
   Retrieved: December 8, 2010

Wk 2-Reading CH. 4-6

As with a musical conductor, teachers are not all knowing and never wrong. Teachers also need to be able to admit mistakes to their students. This makes them appear more human if you will. Also students feel more comfortable and willing to learn when they have a teacher who guides not leads. Students should be given the lead in the classroom to make them feel a part of the class. Peers sometimes learn better from each other and by working as a group rather than the teacher doing nothing but lecture. When you let yourself be questioned, you yourself learn how to improve. So let loose once in awhile and turn the baton over to your students. You never know what you might learn yourself.

Wk 2-Response to Robin's Post

This journal/conference project feels like it’s going to kill me. I think I am a much better speaker than writer, but the chances of actually getting a presentation accepted seems so much more limited. I don’t know which way I am going to go with this. I’ve presented at our district’s technology conference before and enjoyed it, but I was merely showcasing some tools I’ve used. Now I actually have to make my AR seem useful to someone other than me. How?  It’s nothing groundbreaking or revolutionary. I’m not the first teacher to use and be successful with Edmodo, or some other technology. I am stumped and worried. I don’t want it all to come down to this and fall on my face! 


Robin,
I understand your worries. This has thrown a few people for a loop including myself. I start to think I understand where I'm going with it then it falls apart. You will do great. This project meant something to you and that is what matters. Showcase what you have done and how it made a difference for your situation. Your enthusiasm will show through when you talk about it because it's your baby. Who knows, there just may be someone out there who was looking for this exact thing to do with their students but just weren't sure of how to carry it out. Hang in there, we are almost finished and you will rock it!
Cherie Park  


Sources: Week 2-Publishing/Leadership Project Part 1 of 2: Help, Robin Larrabee
URL:http://web.me.com/teachfla/Site/Robins_Nest.html
Retrieved: December 2, 2010

Wk 2-Response to Shah's post

I truly love playing games with my students.  I feel that it provides them with a more engaging and fun way to contribute to not only themselves, but their classmates as well.  It’s such a pleasure to see my students collaborating together to make a difference.  Everyone brings a unique piece to the table and it’s as if we create a puzzle.  Contributing really allows for more interaction especially inside the classroom.  I love the relation between contribution and ripples in a pond.  One little thing can make an impact on others.  The concept of leading from any chair is motivational.  Too often people think that because they are not at the front or center of attention that they cannot lead.  I find this to be a huge misconception.  Just because you don’t have a baton or what have you, doesn’t mean you’re any less important or that you can’t make a difference.  I think it’s important for us as educators to get that message across to our students.  The concept of Rule Number 6 is a classic in my books.  I have always been one for loosening up and not being so serious.  I do believe though that there is a time and place for when we have to put our foot down and take things more seriously; however, if I was like that 24/7, then I think I would hate my job.  I have found over the past few years that by me being more laid back, my students respond better.  When I act silly, it gets my students attention to the point where they want to be engaged in the lesson.  Plus, it allows me to enjoy my job even more.

Shahe,

Your post is so well put. Sometimes we forget to let go of the lead and share the experience with our students. I also agree we need to make sure our students know their role is very important in the whole schema of things. I can’t imagine being serious all the time in the classroom. Students do relate to teachers more when the teacher is more personable. You work in an environment that can be stressful so it is wonderful that you are able to act silly with your students and that you enjoy your job so much.

Sources: Week 2 Reading: Making a Difference, Shahe
URL:http://web.me.com/smabdelrahim/Shahes_MAC_Blogger/Welcome.html
Retrieved: December 2, 2010

Wk2-Free Choice-Project

So my literature review has been approved and is posted to my AR website. One more thing to check off the list. That feels great! Can't believe the website is so close to being finished. Once it has been given the final approval for the month I do believe I will do a dance. I am very pleased with how my project has turned out and am excited to share it all with everyone. Four more days to get it shipshape! I hope everyone has enjoyed their projects as much as I have. I am going to continue using Digital Storytelling with my students and to also incorporate it into the curriculum for my students with severe disabilities just in a way that they can be successful and have something they have created posted for others to see. Good luck to all!

Wk 1-Free Choice

As we come close to the end of this journey I have mixed feelings. It will be great to be done and have some free time to put towards other areas I've neglected a bit. On the other end of it,  I have met so many great people and made some good friends on the way and that part I don't want to end. It is nice to see that all my hard work is paying off and my students are succeeding. I have learned so much through this process which has enhanced my teaching tremendously. It is great when your students are excited to learn new things. I wish everyone the best of luck over these next two months and hope to meet everyone at graduation.

Wk 1-Reading CH. 1-3

The part of the reading that stuck in my mind the most was the comparison of students to blocks of stone. Teachers have a level of mastery for each subject and the student’s grade is based on their level of mastery. How disappointing is it to see a C or D on a paper you worked incredibly hard on? I had a professor who asked us to come up with ideas on teaching a math concept. My partner and I worked together to create a lesson that taught in a meaningful and motivating way only to have the professor say this is what I want you to teach and how. She had decided what she wanted us to do before we left the class to make plans for our lesson. Our lesson was dismissed without her even listening to what we had to say, our hard work not even acknowledged.

I work as a special education teacher and all my students are working at different levels. I want them to feel great about what they have accomplished. I try to remind myself to acknowledge what they have done and how far they have progressed even if it is just one problem more than the day before. Sometimes we as teachers lose sight of what we are truly trying to accomplish. That is to ensure our students leave our classrooms not just with knowledge of curriculum, but also the knowledge that they are someone special who can do anything they set their minds to. Students are not just a grade. 

Wk 1-Response to Laurie's post

According to Nass and Gazzaley current research indicates that multitasking leads to a decrease in deeper thinking when people are multitasking.   With each switch of task there is a cost in understanding because the brain has to refocus each time a person switches tasks.  This generation may not experience the joy of deep thinking.

Multitasking research is difficult to conduct.  College students, even when offered money, could not even give up a week without technology because they felt that would “destroy” their social life.

What I call Constant Connection Syndrome (CCS) is an addiction the researchers explained is caused by pleasure chemicals produced by the brain in anticipation of new and better information. Evolution favors alert and curious minds.

Current Research:  Is multitasking trainable?  What are the social implications of not giving someone your complete attention?  What are the best techniques for setting tech parameters that do not impede work performance and social interactions?

Research Based Tip For Students:  Instrumental music is ok to use during homework because it is processed on the side of brain where words are processed so it does not interfere with reading, writing, or arithmetic and may reduce stress.

cpark said...

Hey Laurie!
I have to agree with this post. If I am working on two things at once I limit my attention. Once I start working on more than two I am constantly back and forth starting on one thing, moving to the next, back around to the first. I tell myself to finish one thing before moving to the next in order to be more productive. I do work better with background noise such as music and notice my students do also.

Sources: Does Multitasking Lead to a More Productive Brain?, Laurie Merrill, http://macsnacks101.blogspot.com/

Retrieved on: November 27, 2010 4:20 PM 

Wk 1-Response to Tim Edinger's post

In this week’s reading of the first three chapters of The Art of Possibility there were many interesting things that stood out.  The first chapter talked about “truths”.  They used examples about how we don’t know the whole truth.  We learn from our prior knowledge.  Each experience gives us greater insight into what we thought we knew.   For me I wonder if this is always true.  I think that sometimes the more we know about our students coming into a new year, the less opportunity they may have with our preconceived thoughts about them.

For example, in the beginning of the year many of my fellow teachers look at CA-60’s as well as other documents to find out what behavior their incoming students have.  They use this to create a seating chart that pairs “good” students with “bad” students.  These teachers hope that the “good” students will be role models and help to curb some of the poor choices that the “bad” students had made in the past.  I on the other hand, do not agree with looking at those files.  I prefer to meet my students with no preconceived notion of their prior behavior.   I feel that, even though I may not intend it, that I would be looking for those students to comment the same poor choices they did in prior years/classes.  I feel that by not looking I am giving every student a fresh start for the year.  If I start the year looking for the “good” in every student, that may be all the prior “bad” student needs to have a good year.  What do you think?  Should we look at prior behavior of students at the beginning of the year to find an ideal seating chart for them to succeed, or should we go in looking for the good in all students?  Or, is there a way to do both?  I know that if I start experiencing problems with a student in the beginning of the year, I can then go back and look at those records; and look for recommendations that may help them.  What does waiting a couple of weeks hurt?

As a side note, the way the authors use stories to highlight their points makes it a very easy read.  For me, reading stories allows me to make connections on a personal level, thus increase my interest and understanding

Hey TIm! I am so glad you don't listen to previous stories or read files on new students before you get them. I find that some of the students with behavior problems to be the ones I enjoy most. These students usually have fun personalities and will work really hard for you if you give them a chance. When I hear about a student with behavior problems I see a fun challenge. Besides, most of them are pretty stinkin' hilarious.


Sources: Week 1 Reading: Is it all Invented?, Timothy Edinger, http://web.me.com/timothyedinger/MAC_2010_Blog/Welcome.html
Retrieve on: November 27, 2010