Saturday, February 28, 2009

What are the implications for teaching & learning?


As stated previously, I have been a bit overwhelmed by the pace of the course and the amount of information, tools and strategies introduced during the past six weeks. What I need now is time to reflect, evaluate, and synthesize all I have learned vis-a-vis my own and my students' learning experiences—our interests, readiness, learning modality preferences and needs. I would then need to apply this new understanding towards the process of integrating, creating and evaluating meaningful uses of the information, tools and strategies for me (personally and professionally) and my students.

As the class ends, what possibilities for my students excite me?
  • empowering my students (giving them a voice and sense of accomplishment and power)
  • connecting my students with fellow learners and teachers around the world
  • allowing my students to create and share their creative efforts with a wider audience
  • helping to prepare my students to be global citizens of digital society
As the class ends, what possibilities for myself professionally?
  • developing my own personal learning network
As the class ends, what possibilities for myself personally?
  • staying connected and reconnecting with family and friends at home and abroad
I hope to have the chance to make these possibilities actualities I can share and reflect upon with this cohort group as I continue through the certificate program's other courses.

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Reflection on Project Based Learning/Project Sketch


Project Sketch: Personal Narrative addressing Literary Themes as Digital Story

Essential Questions:
1. What defining moment in your life led to a significant personal metamorphosis?
2. How can you effectively communicate your metamorphosis using symbolic language, graphics, music and voice to others in the class and in the larger community?
3. What have you learned as a result of your metamorphosis?
4. How does your and others’ personal metamorphoses connect to themes in Kafka's work?
5. As a result of your project, what did you learn about communication in a digital age?

ISB Students in the ESL class ELW (English Language Workshop) 3 study the graphic novel (novella) Metamorphosis (by Frank Kafka) adapted by Peter Kuper. Students analyze the text, visuals and literary devises of the novella to uncover universal themes. The novella models an honest expression of personal identity, so in response to the novella, students are asked to openly express their own personal metamorphoses using symbolic language, metaphor, or motif in a way that shows understanding of the universal themes found in the novella. The final project is for students to create, narrate and share a digital story of their personal metamorphoses using Photo Story 3 and wetpaint. Students consider the emotional impact on the viewer when selecting or creating graphic images and music. Students show an increased level (+.5) of written and oral fluency in their personal narrative (written script) and video narration (reading of the script). The stories are made available to other ELW students and teachers on the wetpinat site for support, feedback and reflection throughout the creative process. Finally, students share their experiences with a wider community by posting their final products/digital stories to youtube or sharing them with others outside the ELW class.

The Project would address Teacher NETS Standards:
1. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

The Project would address Student NES-S Standards:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media

Bloom's Revised Taxonomy (2001)
LOTS
1. Remembering: Students will describe their life (defining moments, personal growth and change); Students will define theme, metaphor, symbolism and motif.
2. Understanding: Students will interpret and explain theme, metaphor, symbolism and motif in class literature. Students will explain use of multimedia resources.
3. Applying: Students will use knowledge, skills and understanding of a personal narrative and online tools to create a digital story.
4. Analyzing: Students will deconstruct narrative text type.
5. Evaluating: Students will critique their own and their peer's personal narratives/multimedia digital stories.
6. Creating: Students will create (publish) a multimedia digital story of personal metamorphosis
HOTS

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UbD/Six Facets of Understanding (blog post of my choice)


In the spring of 2004 I took the Understanding by Design EARCOS Course Workshop, SUNY EDU # 596 Emerging Programs, Issues and Practices for International Educators, with Jay McTighe here at ISB. An excerpt from my 2004 course reflection summarizes my understanding of student understanding as connected to the six facets of understanding after taking this course…

In their book, (Understanding by Design), Wiggins and McTighe show that student understanding cannot simply be assessed at the end of a unit of study on a traditional paper and pencil test (as a number of correct versus incorrect answers), but is developed, refined and evidenced over time through six different but related “facets”. For a student who really understands a subject can explain (facet 1), interpret (facet 2), apply (facet 3), see in perspective (facet 4), demonstrate empathy (facet 5) and reveal self-knowledge (facet 6) about the key inquiries and core ideas of a discipline. Understanding then is a matter of degree, with understanding mapped on a continuum over time, where progress is movement from left to right as students move from superficial to deep, naive to sophisticated, and simplistic to complex understandings. To facilitate such learning or understanding, teachers (curriculum designers) need to consider, first and foremost, what they want students to be able to do; and then, and only then, to determine what evidence they will accept that students have learned it; and then, and only then, must teachers consider how students can best learn.

At that time Barbara Kalis and I (both English for Academic Purposes, EAP, 9 ESL teachers but with different backgrounds outside of ESL, English literature and Biology respectively) collaborately created two UbD units—a unit teaching the text type of a recount and a unit teaching the text type of a Lab Report, Conclusion and Evaluation Section— for our EAP 9 classes that are still part of the EAP 9 curriculum today, 5 years later. Understanding by Design has been a powerful and lasting addition to our ESL program that we have shared and collaborated on in curriculum design with other ESL teachers, old and new, at ISB. I’m glad our final project for this current course, Information Literacy and Ourselves as Learners, requires the use of the UbD template, as it has become a standard template for my HS ESL courses at ISB.

For members of our Tech cohort group unfamiliar with Understanding by Design and Wiggins and McTighe’s six facets of understanding I have also attached an excerpt from the following page with what I feel are important additions (see yellow highlights) to the information presented in our course reading on the six facets of understanding below.

The Six Facets of Understanding
We have developed a multifaceted view of what makes up a mature understanding, a six-sided view of the concept. The six facets are explanation, interpretation, application, perspective, empathy, and self-knowledge. They (facets) are most easily summarized by specifying the articular achievement each facet reflects. When one truly understands, one
Can explain: provide thorough, supported (‘support’ not shown in our reading’s summary of six facets of understanding), and justifiable accounts of phenomena, facts, and data.
Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make them personal or accessible through images, anecdotes, analogies, and models.
Can apply: effectively use and adapt what one knows in diverse contexts.
Have perspective: see points of view through critical eyes and ears; see the big picture.
Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.
Have self-knowledge: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede one's own understanding. One is aware of what one does not understand, of why understanding is hard, and of how one comes to understand.
The facets reflect the different connotations of understanding, yet a complete and mature understanding ideally involves the more or less full development of all six kinds (facets) of understanding. The first three facets represent the kinds of performances one with understanding can do; the latter three (facets) speak more to the types of insights one has.
These facets are different but related, in the same way that different criteria are used in judging the quality of a complex performance. For example, a "good essay" is composed of persuasive, organized, and clear prose. All three criteria need to be met, yet each is different from and somewhat independent of the other two. The writing might be clear, but unpersuasive; it might be well organized but unclear and somewhat persuasive. Similarly, a student may have a thorough and sophisticated explanation but not be able to apply it, or may see things from a critical distance but lack empathy.



Misconception Alert
We caution readers to treat these divisions (facets of understanding) as somewhat artificial and not the only possible take on the subject. The number six is not sacred, anymore than the five-paragraph essay is the only way to write discursively. The analytic framework we offer makes teaching and assessing for subject matter mastery more manageable. Another analysis might yield only three facets (e.g., application, explanation, and perspective) or five (as our initial theory had it). We have no doubt that further analysis might yield a different number of conceptual distinctions and hierarchies, and we, too, may make changes as we hear from readers and ponder further.
The number and names of the facets matter less than the differences in meaning of the term "understanding." The important point is that understanding should be seen as a family of related abilities. We trust that readers will see that "understanding by design" is made more likely through the kinds of distinctions we are making here.

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Nature Versus Technology (blogpost of choice)

The quote below is an introduction to an interesting philosophical read on nature versus technology (in all its branches, 'digital technology' and otherwise)

"The question of technology versus nature must be set within the larger question of culture versus nature, as it is an intensified form of that more general issue. Technology involves artifacts, both in its etymology, from the Greek tekhne, 'art' or 'skill,' and in its central idea, the body of knowledge available to a culture for fashioning and using implements. Generally in anthropology all and only humans have a technology. More specifically, this dimension of culture has dramatically escalated in modern times, with the coupling of science and industry. That also presses the question whether such technology is natural, a question made more urgent, and puzzling, in cultures with high technology.

The parallel question is whether nature ends with technology, whether technology can and ought to bring nature to an end, and that question too has its urgency. Technology versus nature? That suggests a contest, and that technology might win, and nature be defeated. The question what is natural thus leads to conservation questions, asking whether and how far, in a technological society, the natural ought to remain. Willy-nilly, the technocrat is making decisions in environmental ethics. Those decisions are likely to be confused without a philosophical analysis of the technological and the natural."

Some other key quotes from the article to ponder and peek your interest with...
"Unlike coyotes or bats, humans are not just what they are by nature; humans come into the world by nature quite unfinished and become what they become by culture. Information in nature travels intergenerationally on genes; information in culture travels neurally as persons are educated into transmissible cultures. The determinants of animal and plant behavior are never anthropological, political, economic, technological, scientific, philosophical, ethical, or religious."

"Using a metaphor, nature is the womb of culture, but a womb that humans never entirely leave. Nature can do much without culture-the several billion years of evolutionary history are proof of that. Culture, appearing late in natural history, can do nothing without nature as its ground. In this sense, nature is the given. No culture can ever be independent of nature, not unless some future society learns to produce matter ex nihilo. Culture will always have to be constructed out of, superposed on, nature."

"Humans depend on air flow, water cycles, sunshine, nitrogen-fixation, decomposition bacteria, fungi, the ozone layer, food chains, insect pollination, soils, earthworms, climates, oceans, and genetic materials. An ecology always lies in the background of culture, natural givens that underlie everything else. Some sort of inclusive environmental fitness is required of even the most advanced, high-tech culture."

"The rapid development of contemporary technology opens up the possibility that, in the next millennium, nature will be less and less constitutional, as it is more and more modified, in the increasingly technologically sophisticated world of the future. Nature will become not so much redundant as increasingly plastic. The technicians can get houses out of trees, also clothing out of crude oil, a turkey with more white meat by gene-splicing, and this molecule out of that molecule, even this atom out of that one, whatever x out of whatever y. Human life will depend less and less on working with natural kinds (feldspar, turkeys, cellulose, or carbon) and more and more on artifacted kinds (vinyl, transgenic turkeys, fiberglass, or Teflon).

How far might this go? Engineers are hard at work on artificial photosynthesis.[7]Might we prefer this, if it gives us a better food supply? Biochemists have already made artificial blood, where the hydrogen atoms are replaced by fluorine atoms.[8] Such blood is being tested in medical treatments because it is resistant to leukemia and to certain toxins. People might come to prefer it. What would be wrong with people with artificial blood eating artificial food? One way to answer is to set this question in a larger framework, to look at what might be the end of which this is the beginning. What would be wrong with people rebuilding the planet? This forces the question whether and how far we really do wish for nature to be replaced by technology."

"Earth will be a managed planet. ... At the one extreme in range is microtechnology, already realized in computing and genetics, with nanotechnology in prospect.[10] We can design our children, or make transuranic elements. At the other extreme is planetary engineering, for example in weather manipulation."

"In our epoch, we have seen the coupling of science and technology. The next century will indeed launch a new millennium. The industrial age. The technological age. The postmodern world? The postnatural world?"

"Humans have always had to rest their cultures upon a natural life support system. Their technosphere was constructed inside the biosphere. But in the future that could change; the technosphere could supercede the biosphere. The focus of science would no longer be the laws of nature and how we can use them. Classical science has been grouped into the natural and the social sciences, depending on the object of study, nature or culture. Interestingly, today we have a new domain of science: the sciences of the artificial. Computer science, for example, is a science of artifacts."

I don't agree with all that is said in the article, especially about chimpanzees and their lack of culture and developing technologies (the undergraduate primatologist in me couldn't help but disagree with this statement), but the entire text by By Holmes Rolston III Technology Versus Nature: What is Natural? is well worth a read and a thought-provoking discussion with your friends.

Final Reflection on Experience of Creating Final Project



Working on the final project with Barb (Barbara Kalis) was as always a creative, energizing and rewarding experience. Barb and I have worked together for 11 years now in the same department (HS ESL at ISB), and for 8 years as co-teachers in EAP 9 (1998-2006). We soon got to know each other well as teachers (our individual strengths and weaknesses, backgrounds, values and beliefs) and realized as teachers we complemented each other like yin and yang. She is holistic; I am analytical. Basically, she sees the big picture; I see the details. Or according to Bloom's new taxonomy, she usually 'creates' and 'applies' while I 'evaluate' and 'analyze'. We both remember! So all together that covers Bloom's six facets of understanding. We complement each other even in our education backgrounds. Outside of our shared background in ESL, her early training was in reading and literature while mine was in biological anthropology and the study of human evolution. Over the years we have taken many of the same courses together and throughout these courses have enjoyed extending are collaborative partnership outside of the classroom through these courses but then bringing our learning back to the classroom and sharing our new knowledge, skils, understandings and perspectives with the other HS ESL teachers.

Our final project for this course, the Metamorphosis Project, is a multimedia personal narrative communicating a student's personal metamorphosis with the use of symbolic language, metaphor, or motif that connects to one of the universal themes found in Kafta's Metamorphosis, which the ELW 3 students read as a graphic novel. Although I do not teach ELW 3 (advanced level students), I hope to adapt the project to my ELW 1 (beginning ESL students) class curricular and students and share what I learned about the project with my current co-teacher for EAP 10 and ELW 1, Karen Rosenbaum, who was unable to take this course.

For my final reflection on the course, I've pasted my answers to the survey of Feb. 28 below...

What was done well...
Introducing us to the world of possibilities -- the set of tools currently (and in the future) that we can (could) use to support our students' learning experiences and our own professional development.

What could be improved?
The pace of the course was fast in terms of the amount of reading and the number of technological tools introduced. I know a little about a lot of the tools but not a lot about one of the tools introduced.

What have you learned?
That technology is not just about supporting classroom learning but about breaking down the walls of the classroom and allowing students to learn from the entire wired community of learners and that effectively entering this wired world of learning is a two-way street. You get out of it what you put into it. As with any relationship, there is joint responsibility and expected reciprocity for the effectiveness of online communication and collaboration .

What are you still wondering about?
How this will all impact my students' learning and my own professional development. I need time to reflect and synthesize and integrate all I have learned into my own and my students' learning experiences.

Any other feedback?
Looking forward to course # 2. Thanks Kim and Jeff for your patience, time, caring and hard work!

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Friday, February 6, 2009

Feb. 8, 09: How are my thoughts changing? (Connectivism, New Bloom's Taxonomy, Messing Around)


How are my thoughts changing...Hmmn. I think the main change has been the understanding that the digital world we live in today is more than new tools to do what we currently do in our professional and personal lives. Technology has become more than a tool to use in the classroom, the wired world can itself be a classroom for our students and us, professionally and personally. University podcasts, professional blogs and communities of online learners ... I'm still coming to grasps with the potential classroom at our fingertips and look forward to this course continuing to change my understanding of what this new digital classroom looks like and what it can do in a better way for us as teachers and for students.

As for this week's readings, I would like to write on Andrew Churches' article, Bloom's Taxonomy Blooms Digitally, as Bloom's Taxonomy has been so integral to teaching and student learning since its creation in 1950. To begin, overall I like the changes made in the revised 2001 Bloom's taxonomy by Lorin Anderson. See below (HOTS --> LOTS)...

creating
evaluating
analyzing
applying
understanding
remembering

I especially like the addition of a new category 'creating' at the top (most HOTS). I also like the renaming of the two bottom categories as I feel 'remembering' and 'understanding' are better key words/categories to get at the cognitive workings going on at these two levels than 'knowing' and 'comprehending'. Yet, I miss synthesis from the list. To synthesize, to combine various understandings into a new higher level understanding, is so important in today's world with the wealth of information available (thrown at us) to us daily. I would like to see seven levels and add 'synthesizing' on top of 'evaluating' and below 'creating' rather than replacing 'synthesis' with 'creating' as Anderson did. I feel without synthesis it's just information overload and/or unconnected bits without any production (creation) that meaningfully draws upon the wealth of information and knowledge available today.

My preferred revised Bloom's taxonomy

creating
synthesizing
evaluating
analyzing
applying
understanding
remembering

And while Andrew Churches (Bloom's Taxonomy Blooms Digitally) states that the revised 2001 Bloom's taxonomy does not "address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students" (p. 2) and so adds in verbs to identify and integrate Information and Communication Technologies into the revised 2001 Bloom's taxonomy, I believe this isn't necessary where the verbs added in are specific to a tool and not a thinking skill. We don't need a technology checklist of tools as in years past. Yet many of the verbs Churches adds in seem very much like tools or tool sets (googling, bullet pointing, twittering, subscribing, linking, blogging, wiki-ing, podcasting, etc.) and not thinking skills (locating, listing, explaining, comparing, reflecting, critiquing, etc.). For example, I feel, it's important for students to locate information (not neccesarily google information), for students to list things in an organized matter (not neccessarily through bullet pointing), for students to reflect (not necessarily through a blog). We need to not get caught up in each new technological advance (the tools) but to stay focused on key cognitive and metacognitive tools (the thinking/learning process).

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Feb. 6, 09: Nature-Defict Disorder (blog post of my choice)








As mentioned in my blog of January 31, I was upset by the two readings for that day. I was especially upset by the reading, Engage Me or Enrage Me, in its one-sided and blanket description of today's 'wired generation of children' with the sole purpose of telling educators that to educate today's children we and the learning process itself must also become wired. I fundamentally disagree with the logic behind the author's argument that because today's students are wired there is a need for pedagogical change for "some damned good curricular gameplay for our students" in order to engage today's students in learning. Yes, today's children are a wired generation and this does present us as educators and parents with a call to change but I believe the change we need is not to follow suit and become ever more wired but to take students and our children and their education in the opposite direction—not toward a more wired future, but toward a future more connected to the natural world and real-world relationships with other people and living world around us. Of further upset and to connect to our f2f meeting of Jan. 31 on truth and bias in information, I found the article Engage Me or Enrage Me very biased and subsequently its conclusion calling for wired classrooms weak. Looking at the purpose of the article and its author (two factors to assess truth and bias from Jan. 31), we can see that Marc Prensky, the author of the article, is also the author of Digital Game-Based Learning and the founder and CEO of Games2train, a game-based learning company. The purpose of the article is clearly to persuade educators of the need for change, to invest on some "good curricular gameplay". In consideration of these two factors and truth and bias of information, I would encourage my own students to question the validity of this article (as I myself did) when seeking information to determine the best pedagogical direction to meet the learning needs of today's students. In conclusion, looking at the subtitle of the article—"What today's learners demand"—I am reminded of what all adults (teachers and parents) know: what children demand (want) is not always what they need.

I also have a bias which you can see if you read my blog's profile. As a parent and educator I see our chidren disconnected from other people, other living things, from the natural world when connected to the wired world of today. It's like an addiction (a drug) that negatively affects their mental, social, spiritual, and physical health and takes them away from the people and relationships and natural world around them. Educators, parents and adults I admire have taken themselves and their children and students away from the wired world and back to nature. Their is a beauty, an honesty, a realness or purpose and spirituality in nature that we all need. To have a more balanced view of this upcoming technological revolution in education, I would encourage all parents and educators to read Last Child in the Woods by Richard Louv to see perhaps what today's children really need. Below is a quoted excerpt from this linked page that provides an overview of the book and nature deficit disorder and the impact its discussion has had on educators and parents...

"In this influential work about the staggering divide between children and the outdoors, child advocacy expert Richard Louv directly links the lack of nature in the lives of today's wired generation—he calls it nature-deficit—to some of the most disturbing childhood trends, such as the rises in obesity, attention disorders, and depression.

Last Child in the Woods is the first book to bring together a new and growing body of research indicating that direct exposure to nature is essential for healthy childhood development and for the physical and emotional health of children and adults."

If you are interested in learning more about the book and 'Leave No Child Inside' initiatives throughout the USA I would direct you to Richard Louv's website and listen to Louv on the npr morning addition. argue that kids are so plugged into television and video games that they've lost their connection to the natural world.

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