Blended Learning Could Hit or Miss

How do you define blended learning? Michael B. Horn and Heather Clayton Staker describe blended learning as “any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.” What – did I read that right, “with some element of student control over time, place, path, and/or pace?” Students in charge of their learning, is this possible?

Yes, but . . . if all we do is add some online learning into the current model of education and let students set their own pace will students receive any better education than they do now? Probably not. The current system was built around the factory system and the school year is shorter than many other countries. Students are measured in seat time and calendar years not on individual learning and mastery of concepts.

To help school districts incorporate blended learning models that leads to better outcomes for students let’s look at “six “district clusters” or models, of blended learning” from this article:

1. Face-to-Face Driver – the teacher would use online learning on a case-by-case basis to supplement and/or for remediation.
2. Rotation – students would rotate between online learning, one-to-one, self-paced and traditional face-to-face instruction.
3. Flex – students learn mainly online with teachers providing on-site support as needed through tutoring or small group sessions.
4. Online Lab – students use an online platform for the entire course within the school building while taking other traditional courses.
5. Self-Blend – students take one or more online courses in addition to their traditional schooling.
6. Online Driver – online courses with online teacher delivering all curricula and students not necessarily in a school building.

When blended learning works students receive a personalized pedagogy that allows for working at his/her own pace with more students begin successful. Blended learning provides the opportunity for schools to require fewer, more specialized teachers and would use building space more efficiently. With so many veteran teachers retiring and new teachers so tech savvy blended learning could solve staffing issues and close achievement gaps for many students.

Good blended learning “models should allow for innovation across curriculum, culture, teaching, intervention, professional development, and leadership development.” But there are still obstacles to overcome. One main obstacle is the “historically inhospitable” climate of public K-12 educational systems and their resistance to change. The report created by Michael B. Horn and Heather Clayton Staker outlines what needs to happen for blended learning to be successful:

1. Integrated systems that support the seamless assimilation of online content from different sources.  Various LMS need to sync well with other LMS to provide online products to all students.
2. High-quality, dynamic content aligned to state standards needs to be developed.
3. Analytics – analyze student outcomes
4. Automation
5. Enhanced student motivation through applications that engage students in the learning process

In order for education technology companies to provide affordable, quality online content policy makers need to create a better framework for blended learning models that provides individualized learning for all students. If school districts are allowed to create new schools with more flexibility then transformation to a successful blended learning environment for all students could be achieved.

To read the entire article from eSchool News:
http://www.eschoolnews.com/2011/02/10/report-blended-learning-could-hit-or-miss/

Personalize Learning with Online Tools

There are lots of ways that teachers differentiate learning and personalize learning for their students? How do you personalize learning in your classroom? Do you use any online tools?


Let’s look at a several fun, online tools that can be used in your classroom.

1. Story Jumper - http://www.storyjumper.com/  Free
• Build books from scratch or choose from one of the free templates.
2. Story Bird - http://storybird.com/  Free
• Collaborative storytelling where students can read a book, play them like games, or send them like greeting cards.
3. Glogster - http://edu.glogster.com/  Free
• Teachers and students can create interactive posters to express their creativity or share knowledge and ideas.

To help you find other exciting ideas to personalize learning in your classroom take a look at “10 Technology Enhanced Alternatives to Book Reports”
http://theapple.monster.com/benefits/articles/8529-10-technology-enhanced-alternatives-to-book-reports

If you’ve never checked out Sue LeBeau’s site I recommend that you browse through her "Tools for Teachers" at:
http://www.suelebeau.com/freetools.htm

Educational Gadgets

Need some new ideas to motivate your students? There are lots of gadgets available for teachers to enhance the learning experience for all students. What’s a gadget? They are free, online tools that make teaching easier. Here's a list of several websites worth checking out for free gadgets:

Education World   
http://www.educationworld.com/a_tech/tech/tech249.shtml

Kathy Schrock’s Digital Gadgets
http://school.discoveryeducation.com/schrockguide/gadgets.html

Online Web Gadgets
http://onlinewebgadgets.com/gadget_education.html


Let’s look at a few gadgets listed at Education World

1. MotivatorStudents create a motivational-style poster or teachers can use the posters in handouts or multimedia presentations.
   http://bighugelabs.com/motivator.php  
2. MindomoCollaborative mind mapping for projects, tutorials, problem solving or presentations
   http://www.mindomo.com/
3. Maps of War
   Interactive maps that can show several thousand years of history in about 90 seconds
   http://www.mapsofwar.com/

Check out the Gadget Archive listed in Education World to find gadgets for your students.
http://www.educationworld.com/a_tech/archives/gadget_tips.shtml

There's an App for that

Does your school system allow you to use iPhones, iPads or iPods in your school? If so, then you may be interested in these apps that can be used in the learning process. The recent issue of eSchoolNews has provided a list of apps that can “automate current classroom processes or present new ways to learn.”

Free Apps

1. Word Lens
• Translates signage from one language to another through the camera applicatio
2. Blackboard Molecules
• Students can enroll into classes or organizations and download posted assignments from instructors
3. Today in History
• Features a list of notable events in history and important figures students can use for trivia quizzes or facts of the day
4. Math Ref Free
• This free version of Math Ref offers 600 formulas, figures, tips and examples that students can use as a formula study guide or to view graphs of different equations

Apps for a small fee

1. P183 Graphing Calculator        Cost $0.99
• Features more than 100 math functions and is a clone of the TI-83
• Students can use as a calculator to input data and make graphs or matrices
2. Star Walk                               Cost $2.99
• Features an astral telescope for guided tours of the night sky or to find the location of astral objects
3. Cram                                      Cost $3.99
• Teachers and students can create flashcards for standardized tests, exams or study materials
4. eCLicker                               Cost $9.99
• Can be used in place of CPS, Activotes or Senteos in the classroom

How can you use iPhones, iPads and iPods in your classroom?  Or how can your students use these apps at home to help them learn and achieve?

Making Digital Learning Easier

Much has been written on how to improve education in the United States.  One improvement suggested is to offer students a blended learning environment which I wrote about last November - ED: Blended Learning Helps Boost Achievement.   From this post Susan Patrick, president and CEO of the International Association for K-12 Online Learning stated, “the advantage of online or blended learning over face-to-face instruction alone ‘is the combination of rich student-teacher-peer communication and interactions that are both asynchronous and synchronous, better utilizing the precious resource of time during, and outside, the school day to maximize learning--and personalize it in a way never before possible.’”

In the latest issue of eSchool News, January 2011 I read about the "10 Elements of High-Quality Digital Learning".  The Digital Learning Council (DLC) led by two former governors, Bob Wise of West Virginia and Jed Bush of Florida, want to see two barriers removed form digital learning: the school funding formulas and seat-time requirements.  In December 2010 the DLC released a blueprint of how digital learning can transform education and Wise stated that "students today are living in a digital age, and they are learning digitally everywhere except for school." 

Susan Patrick believes that education can be improved by using blended learning to provide live teaching "and a variety of technological tool, including online learning, to educate students."  Lisa Gillis, project director of DLC states, students can ... learn at their own pace, and the curriculum can adapt on a lesson-by-lesson basis" because students can be assessed as they finish each lesson and not progress until ataining mastery. 

The DLC introduced these "10 Elements of High Quality Digital Learning."

1. Student Eligibility: All students are digital learners.
2. Student Access: All students have access to high-quality digital content and online courses.
3. Personalized Learning: All students can customize their education using digital content through an approved provider.
4. Advancement: Students progree based on demonstrated competency, instead of rigid seat-time requirements.
5. Content: Digital content, instructional materials, and online and blended learning courses are high quality.
6. Instruction: Digital instruction and teachers are high quality.
7. Providers: All students have access to multiple, high-quality providers.
8. Assessment and Accountability: Student learning is the metric for evaluating quality of content and instruction.
9. Funding: Funding creates incentives for performance and innovation.
10. Delivery: Infrastructure supports digital learning.

To read the entire article please go to:
http://www.eschoolnews.com/current-issue/

To learn more about the Digital Learning Council please go to:
http://www.digitallearningnow.com/

To read the complete Elements of Digital Learning please go to:
http://www.digitallearningnow.com/?page_id=20

Image from http://phet.colorado.edu/

The National Science Foundation and the O’Donnell Foundation has given grants totaling $2.5 million to PhET Interactive Simulation Project to design 35 online simulations specifically for middle grade science education. The simulations will demonstrate how scientific concepts apply in real world scenarios. Once the simulations are created they will be available free to all science class students to enhance the curriculum.

According to Kathy Perkins, director of the PhET project, during middle school students “either get excited by science or turned off” and a goal of the project is to “make science classes both more effective and more fun.” The simulations will allow students to take the lead in conducting science experiments and help students visualize complex phenomena. Teachers can use the simulations in a variety of learning environments from class lectures, collaborative lab work to individual assignments for the students.

PhET was founded at the University of Colorado at Boulder in 2002 for college and high school science courses and in an effort to improve STEM education at all levels these new simulations will target middle grade students to improve math and science education. Another benefit to the PhET simulations is the reduced costs in expensive materials and lab equipment for schools while providing a nonthreatening learning environment for the students.

The simulations can be run from online or downloaded to the computer, CD or USB. What a great way for students to learn. Instead of only watching or being involved in a lab experiment once, taking notes and trying to remember everything that happened the students can now replay the simulation over and over gaining knowledge and insight. Each simulation includes the main topics covered, content vocabulary, learning goals, teaching ideas, software requirements, and a choice of language translations.

To read this article:
http://thejournal.com/articles/2010/12/03/online-project-receives-2.5-million-grant-to-aid-middle-school-science.aspx

To visit the project site:
http://phet.colorado.edu/en/about


To view the library of simulations:
http://phet.colorado.edu/en/simulations/category/new

Designing Competency-Based Pathways for Next Generation Learners

I recently read a report from iNACOL on designing competency based pathways for K-12 education.  Many parts of this report could be incorportated by teachers into their classrooms now.  Although I will not cover the entire report I wanted to highlight the three design principles from this report.

Susan Patrick and Chris Sturgis just released a report giving details of what competency-based pathways means for the next generation of learners and “provides an understanding of K-12 education policies and practices for implementing student-centered learning.” According to the report the “challenge is to design competency-based pathways so that the pathways replace the time-based system with a set of practices that propel students toward mastery of college and career-ready skills.”  There are three design principles of Competency-based Pathways. 

First Design Principle
Students Advance upon Mastery

The report defines student mastery in the following ways:

• Once students can demonstrate what they have learned by applying specific skills and content they are ready to advance to more advanced work. Students do not learn at the same time at the same level and this first design principle is based on this premise. Regardless of age, when a student demonstrates mastery they are ready to move ahead. In the United Kingdom this type of learning is called “organizing education around ‘stage not age.’”
• Students need to be challenged but not overwhelmed by the level of required coursework. Students need to be active, engaged learners progressing at their own pace.
• Students should demonstrate mastery of key concepts and skills through multiple demonstrations of learning.
• All students need to achieve at an “A” or “B” level. If not, the student should “redo” and “try again” until key concepts and skills are learned. This means that students will complete courses at different times and not necessarily at the end of a semester or school year.
• For students to demonstrate mastery and earn course credits teachers will need to create standards of proficiency for courses.

To meet the needs of all students and create learning options for all students teachers will need to provide a variety of learning experiences for students with online learning, student-centric, and competency based approaches. At the same time we need to make sure that students have 21st century skills for a global economy – critical thinking, problem-solving, communication, collaboration, creativity and innovation. To ensure 21st century readiness for all students teachers will need to make sure that all students are mastering key concepts and skills by demonstrating in multiple ways what they have learned. What have your students mastered in your class?

Second Design Principle
Explicit and Measurable Learning Objectives That Empower Students

Courses should be designed into measurable learning objectives with students taking responsibility for their learning thereby increasing student engagement and motivation.

• Teachers should become facilitators and coaches guiding the students. Teachers should provide a broad range of instructional practices – student-centric, online and competency-based focused on formative assessments.
• Learning becomes modular with students mastering learning objectives providing students with a sense of progress and accomplishment.
• Students should have access to formal and informal learning opportunities inside and outside of the classroom. Students should have access to digital content and be provided with mentors as needed.

Third Design Principle
Assessment Is Meaningful and a Positive Learning Experience for Students

Formative assessments should be student-centered and aligned to the learning objectives with students receiving immediate feedback when the assessment occurs. By providing immediate feedback students should be encouraged to return to difficult concepts and skills until mastery is achieved in each module. I think there are lots of teachers who go over a test to talk about items that students missed but I’m not sure how much reteaching is really happening in classrooms today.

• There should be a strong emphasis on formative assessment that drives instruction. Schools should have learning management systems integrated with information management systems so teachers can see where students are struggling to better design learning objectives. These systems can also help principals identify where teachers are having difficulty teaching certain concepts.
• What is mastery and proficiency? Teachers need to understand what proficiency will be for specific learning objectives and what competencies need to be mastered for course completion.
• Can students demonstrate proficiency through multiple demonstrations of learning? Students should be assessed and show proficiency through formative assessments, digital learning tools, performance-based assessments, presentations, and peer-to-peer instruction.
• Students should only progress with they have demonstrated A or B level work. Grades can be categorized in these levels:
1. An “A” would mean mastery or high performance
2. A “B” would mean proficient
3. A “C” would mean novice or still working towards proficiency
4. Any grade lower that a “C” means the student will continue to work until they can demonstrate mastery.
• Once a student completes a course and demonstrates proficiency they may be assessed for Advanced Placement (AP) courses. This should be offered throughout the school year instead of once a year so students can move immediately to a higher level of studies. This means that when students are allowed to work at their own pace and not move on until mastery is achieved teachers will have students completing courses at different times throughout the school year so advanced placement tests should be offered throughout the year.

From these principles the first change I see is the need for teachers to only accept student mastery before allowing students to advance to new learning objectives.  Students need to work at their pace and be given multiple ways to learn from online learning, student-centric, and competency based approaches.

Do teachers understand the learning styles of their students?

• Visual        *    Auditory        *    Tactile / Kinesthetic

Teachers will need to understand multiple intelligences and the seven different ways students use to demonstrate intellectual ability:

• Visual/Spatial Intelligence – tend to think in pictures and need to create mental images to retain information
• Verbal/Linguistic Intelligence – highly developed auditory skills and tend to think in words rather than pictures
• Logical/Mathematical Intelligence – ability to use reason, logic and numbers making connections between pieces of information
• Bodily/Kinesthetic Intelligence – express themselves through movement and have a good sense of balance and eye-hand coordination
• Musical/Rhythmic Intelligence – tend to think in sounds, rhythms and patterns and are extremely sensitive to environmental sounds
• Interpersonal Intelligence – tend to see things from the other person’s point of view and are great organizers
• Intrapersonal Intelligence – tend to self-reflect and recognize their own strengths and weaknessess

Howard Garner, Multiple Intelligences
http://www.infed.org/thinkers/gardner.htm

The second big change I perceive will be changing from teacher-led classes to the teacher becoming a facilitator and coach to the students guiding them through learning experiences using printed content, digital content and various technologies. I think many teachers still feel if they are not providing all the information in the correct sequential order that students will not learn.

The third big change I see is resistance from teachers to allow students to complete courses at their pace at various times throughout the school year. If a student completes all 2nd grade math competencies by November then will the student begin 3rd grade math competencies in December? I realize this creates more work for the teacher but the student could go to a 3rd grade class for math.  I can see in an online course where collaboration between students may suffer if there are only a few students in the course all working at their pace but the online instructor will need to maintain participation, focusing and guiding discussions, providing feedback and keeping students motivated.

The fourth change will be in providing teachers the materials, technology and skills to teach in multiple ways and not just reteach the same material in the same way. Many teachers will need training and support to differentiate instruction and make these changes.
From this report I wanted to focus on teaching strategies that teachers could do now in their classrooms:

• student mastery
• being facilitators and coaching students
• providing meaningful assessments with immediate feedback

Everyone agrees that the overall achievement of US students needs to improve and this report from iNACOL provides one idea of how to redesign education so that it works for all students.

To read the entire report please click on the link below:
http://www.inacol.org/research/bookstore/detail.php?id=20.

Next Generation Learning

Next Generation Learning is the concept of using technology to develop learning models and personalized education pathways. Currently in the United States nearly 30 percent of students don’t complete high school and only 42 percent of students graduate from college with a bachelor’s degree. How will we address the learning styles and needs of the next generation of students?


The publication Next Generation Learning was produced by the Bill & Melinda Gates Foundation. “The foundation has invested $5 billion in programs and partnerships in the United States to address” the challenges faced by our education system and lack of qualified workers that is impacting our economy. The foundation supports the Common Core State Standards Initiative that has produced a set of standards for states to follow for language arts and math skills that students need to learn to be successful in college. Based on these core standards the foundation is investing “in the development of instructional materials that align with those standards” and “assessment tools that provide real-time feedback to students and teachers.”

The goal of developing innovative learning models and personalized pathways is to provide “access to high-quality, relevant and engaging content in a variety of forms” to all students. The elements of the next generation learning model include:

• Effective assessment tools that align with college preparation standards and clear postsecondary learning objectives
• Engaging digital content
• Algorithms and match student needs with content and delivery methods
• Technology-enable professional development tools
• Learning management platforms that integrate and deliver these components

Technology-based solutions can be a cost-effective way to provide effective learning solutions for schools across the nation in this time of tight school budgets.

Next Generation Learning Challenges is a nonprofit partnership that aims to “improve college readiness and college completion through the use of technology and digital media.” The main objectives are:

• To encourage more investment in technology-enabled solutions that improve the quality of learning and student outcomes for low-income students
• To support a portfolio of solutions that demonstrate evidence of success
• To encourage large institutions to partner with innovators to support adoption of their solutions
• To establish a network of collective learning among innovators and adopters

The Next Generation Learning Challenges is led by EDUCAUSE in partnership with the League for Innovation in the Community College, iNACOL the International Association for K-12 Online Learning the Council for Chief State School Officers, and the Bill & Melinda Gates Foundation with other funders. It is the belief of these organizations that providing the intelligent use of technology in combination with new emerging evidence-based models of teaching and learning will improve college readiness and college graduation rates in the United States providing a workforce of qualified employees.


To read this publication please go to:
http://www.gatesfoundation.org/postsecondaryeducation/Documents/nextgenlearning.pdf

To learn more about the Bill & Melinda Gates Foundation please go to:
http://www.gatesfoundation.org/

Technology Fun in December



Image from Crayola.com

 Many times some of the most fun that students can have is with colored pencils, crayons, markers, paper and glue. I enjoy reading the monthly Crayola newsletter to see the list of projects and craft ideas.  This month as I read thru the list I started thinking of how many of these projects students and teachers could create with available technology. 

The first one that caught my eye was taking old CDs and turning them into ornaments. Instead of students painting over the CDs, create a double circle template in Word or a double circle template in Publisher. Let students use the drawing tools, adding shapes and colors to each circle on the page, print and glue to both sides of the CD.  Students and teachers can create all kinds of cards and projects with Publisher, uploading pictures and adding their own creative touch.

There is lots of coloring pages, crafts and educational ideas at Crayola. Teachers should check out the resources provided by Crayola:  lesson plans, art tips and techniques, Crayola Dream Makers, success guides, parents & teachers as partners, certificate maker and color science.  Dream Makers is a guide that provides fun and creativity to standards-based learning lessons for Language Arts, Social Studies, Mathematics, and Science. Currently Dream Makers is not available for North Carolina Standards but the free sample guides will show a subject area lesson complete with objectives, background information, resources, assessment and suggestions to extend the lesson.

Crayola continues to build lesson plans for all ages. If you haven’t looked at the lesson plans in a while here’s a list of available lesson plans by grade levels.

• Grades K-3      695 lessons
• Grades 4-6       929 lessons
• Grades 7-12     452 lessons
• Special Needs students - 355 lessons

To check out all resources for educators please go to:
http://www.crayola.com/educators/index.cfm?n_id=5

Inquiry-Based Projects for the Classroom

Inquiry-based projects provide students with authentic science experiences. Here are some suggestions for creating and using inquiry-based projects with your students.

1. Action-Reaction blog – is it real or fake? Guided inquiry and student-centered learning to foster the development of critical thinking skills. Students may collaborate, be self-directed, communicate and analyze through inquiry-based projects. http://fnoschese.wordpress.com/
2. Connecting News with National Science Education Standards blog encourages middle school teachers to use current science events as teaching opportunities. http://expertvoices.nsdl.org/connectingnews/
3. Quantum Progress blog building metacognition curriculum for physics classes.
• Project – Measuring the earth with Skype and a stick http://quantumprogress.wordpress.com/2010/09/26/measuring-the-earth-with-skype-and-a-stick/
4. Snapshot Science provides ideas and resources for biology, chemistry and physics teachers. http://snapshotscience.co.uk/
5. WCYDWT – Science blog provides a collection of rich media that teachers can use as starting points for classroom inquiry. http://wcydwt.posterous.com/

To see all suggested websites please go to Edutopia:
http://www.edutopia.org/blog/standards-based-science-inquiry

How to turn current events into Real-World Projects

Teachers have been looking for ways to do more than talk about current events in class by finding ways to apply science and math to real-world situations. But “how do you plan for academically rigorous projects that are ‘ripped from the headlines’?”

Here are some suggestions from the article.

1. Think about creating a project where your students take the role of the problem solvers, designing a rescue within a certain amount of time. Use the rescue of the 33 trapped Chilean mine workers as an example. Have students think about what they would need to know about human biology and conditions to sustain life Include knowledge about geology and what experts they would need to create a plan to rescue the miners.
• The Learning Network has a lesson for students to create a multimedia project focusing on universal themes. http://learning.blogs.nytimes.com/2010/10/15/chile-y-el-mundo-connecting-the-chilean-miners-story-with-universal-themes/
2. To bring real life events closer to students teachers are implementing projects where students discuss and see events thru other students who live at the effected site, such as the Gulf oil spill in Louisiana.
• Not only can student talk and share pictures from the site but students can discuss the “psychological, economic, and ecological dimensions of the crisis.”
• Does your school use Skype, webcams or pen pals to reach students around the world?
• Voices on the Gulf provides a blog forum for students to discuss ongoing issues related to the Gulf coast - http://www.voicesonthegulf.org/
• Project-Based Learning Camp provided by Edutopia provides a toolkit real world projects using various software programs: Delicious, Twitter, Wallwisher - http://www.edutopia.org/project-based-learning-summer-camp
3. Look at real-life events where students live, such as water shortages, forest fires, water pollution and how polluted or dwindling resources affect their lives, the eco system and what that means for the future. Have students create multimedia presentations to present to the community or to run on local TV cable.
4. Students may also want to take part in service projects where they live or to provide help to victims in other countries.
• Here’s an outline of projects from schools in the Washington area where students researched problems and designed solutions using science, art and technology. http://www.washingtonpost.com/wp-dyn/content/article/2010/02/02/AR2010020203425.html
5. Here’s a list of resources for teachers and students to use when developing service-learning or community service projects.
• National Service-Learning Clearinghouse - http://www.servicelearning.org/disaster_response
• Do Something promotes youth action within their communities. Students can be involved by receiving mobile volunteer alerts, posting a video, adding comments to discussion forums, setting up a DoSomething club or volunteering. http://www.dosomething.org/whatsyourthing/Disaster+Response+And+Relief/Disaster+Preparedness

To read the entire article from Edutopia please go to:
http://www.edutopia.org/blog/real-world-projects-news-events-suzie-boss

Ten Tips for Personalized Learning via Technology

How is technology being used in the classroom for more effective teaching, differentiated instruction and to meet the needs of every student in the school? This article outlines how one elementary school uses technology. Each classroom in the school has an interactive whiteboard, eight computers and access to digital cameras, flip cameras, remote-response clickers and PDAs.

Here are some tips from the teachers on how they use this technology with their students.

1. Deliver instruction through multiple forms of media
• Teachers access instructional videos, audio clips, animations, instructional games and other available online resources.
2. Gather and use immediate feedback on students’ understanding
• Teachers use remote-response clickers with practice questions to see where to customize subsequent lessons to meet the needs of all students.
3. Give students options
• Using digital media students are allowed to show learning through a variety of media tools.
4. Automate basic-skills practice
• Teachers use Study Island and EducationCity to identify weaknesses in student skills and then assign lessons according to the students’ needs.
5. Practice independent work skills
• Teachers have procedures so students know how to use the technology and what to do if they have a question.
6. Create a weekly “must-do” and “may do” list
• Teachers provide a list of personalized “must-do” tasks that all students need to complete and a list of “may-do” tasks that students may choose from so all students always have something to do.
7. Pretest students’ knowledge before each unit
• Teachers assess prior knowledge and tailor lessons to each child’s needs.
8. Be flexible when plans go awry
• Teachers model good problem-solving behaviors and involve students in devising alternative approaches when technology isn’t available or not working.
9. Let students drive
• Teachers let students lead the lesson at the whiteboards giving them the opportunity to capitalize on their skills.
10. Share the work of creating differentiated lessons
• Teachers work together to plan units of study with activities to meet the needs of all students.

From this list of ideas think of ways to use technology to provide differentiated instruction, feedback and choices for all of your students? Also, how are you using technology to assist in planning with other teachers?

To read the entire Edutopia article:
http://www.edutopia.org/stw-differentiated-instruction-ten-key-lessons

Web2.0 Science Tools

Now that we have started the second nine-weeks of school I thought it would be helpful to offer some useful resources in science for middle and high school teachers.  This is just a short overview of the many sites included in this site. To view all the resources please go to:
http://www.guide2digitallearning.com/professional_development/web_2_0_science_tools

General Science

1. Google Earth – use Google Earth to fly to places around the world. Check out the Showcase of tours and videos or the Gallery of images.
• http://www.google.com/earth/index.html
2. Google Earth Lessons
• http://gelessons.com/lessons/
3. Science NetLinks – resources for K-12 science, standards-based Internet experiences for students. Check out the Lessons, Tools, Resources and Benchmarks.
• http://sciencenetlinks.com/index.php

Anatomy

1. Get Body Smart – an online textbook about human anatomy and physiology. The site currently covers nine subject areas.
• http://www.getbodysmart.com/
2. Science & Nature: Interactive games to better understand the human anatomy
• http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml

Astronomy & Space

1. Hubblesite – explore astronomy from the Hubble, gallery of images, recent discoveries, and learning resources.
• http://hubblesite.org/

There are also resources for the following areas in science:

1. Kids’ Space Sites
2. Biology
3. Chemistry
4. Earth Science
5. Physics

"Race to the Top" Winners Were Announced Today

North Carolina is a Winner !!!

According to CNN the District of Columbia, Florida, Georgia, Hawaii, Maryland, Massachusetts, New York, North Carolina, Ohio, and Rhode Island are all to receive a portion of the $3.4 billion remaining in the "Race to the Top" fund for education.  The second round of competition began with 35 states applying and in July 19 states were listed as finalists.  Each finalist sent representatives to Washington in August to present their case, according to CNN.

What did each state have to do to qualify for "Race to the Top"?  Each state had to present a plan of school reforms in four main areas:

1. Turning around low performing schools
2. Adopting college and career ready standard
3. Effective teachers and principals
4. Using data systems to support student achievement

So how will $3.4 billion be divided between the states?  There is a limit how much money each state can receive based on the student population and North Carolina will receive $400 million.  For North Carolina the "Race to the Top" money will be overseen by Dr. Harrison and the State Board, and Superintendent Atkinson will be responsible for implementing the approved program according to Governor Bev Perdue's press release.

The link below gives the breakdown of money for each state:
http://blogs.edweek.org/edweek/campaign-k-12/2010/08/announcements_coming_on_race_t.html

Other related links

1. Charlotte WCNC.com
• http://www.wcnc.com/news/local/NC-to-share-435-billion-in-Race-to-the-Top-education-grant-101383384.html
2. North Carolina Race to the Top Website
• http://racetothetop.nc.gov/
3. Race to the Top Announcement from President Obama
• http://www.ed.gov/blog/2009/07/president-obama-secretary-duncan-announce-race-to-the-top/
4. Governor Bev Perdue's Press Release
• http://www.governor09.nc.gov/NewsItems/PressReleaseDetail.aspx?newsItemID=1310&utm_source=twitterfeed&utm_medium=twitter

ActivExpressions - Handheld Formative Assessments

Student Response Systems (SRS) will be used in many classrooms this fall as a tool for assessment and to boost student participation. But what if you’re the student who knows the material and can easily answer the questions? You have to wait till everyone answers the question before the teachers moves on to the next question and that's time that could be used in a better way.

Promethean has developed a solution to this problem and has unveiled a new version of software that will take the SRS technology to a new level. The company calls it “real-time personalized intervention.” Basically the new technology will send a question directly to each students ActivExpression “clicker” device. The student will answer the question and immediately get a new question with no waiting time. The system can also hone in on each student’s abilities and deliver personalized questions that target certain abilities.

The new software will give teachers the ability to do handheld formative assessment in real time that adapts to the pace of each student according to Tony Cann, Promethean Director. Teachers are able to track the progress of each student, send questions to each student’s ActivExpression and allow students to work at their own pace. After each test teachers can review the responses to see strengths and weaknesses in the class to see areas to be reviewed and content that has been mastered.

Tony Cann says the system is capable of delivering 15,000 to 20,000 self-paced questions per minute and the software is a free upgrade for current ActivExpression users. This should be a great software upgrade for teachers who use the ActivExpressions.

To learn more about ActivExpressions go to:
http://www.prometheanworld.com/server.php?show=nav.16332
http://www.prometheanworld.com/server.php?show=nav.15997

To read this article from eSchoolnews go to:
http://www.eschoolnews.com/2010/08/04/technology-takes-formative-assessment-to-a-whole-new-level/

Image from Promethean
http://www.prometheanworld.com/server.php?show=nav.16

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Brainstorming and Mind Mapping

Lots of teachers use brainstorming as a way for students to share ideas and possible solutions to a problem. Always define the problem to make sure students clearly understand the problem. Make sure all ideas are written down.

There are four basic rules to brainstorming:

1. Focus on quantity – the greater number of ideas produced generates a greater chance of producing an effective solution.
2. Withhold criticism – focus on extending ideas and suspending judgment.
3. Welcome unusual ideas – help students to look at ideas from different perspectives and not make assumptions.
4. Combine and improve ideas – help students to combine ideas to form a single better idea.

Mind Mapping Steps:

1. Once all brainstormed ideas have been written down students will move to mind mapping. At this point students should begin identifying relationships between the ideas and key points by drawing lines, arrows, or using colors.
2. Students should begin finding contrasts/similarities, cause/effect relationships. These ideas can be written down beside the linking lines.
3. Students will use the map to arrange all the items into a logical order.

Here are some free tools for Brainstorming and Mind Mapping

1. Slick Plan – create sitemaps and flow charts
• http://www.slickplan.com/
2. Thinklinkr – fully collaborative outliner
• http://thinklinkr.com/
3. Webspiration coming this fall – map ideas and organize outlines – subscription
• http://www.webspiration.com/
4. Kidspiration and Inspiration software are used in our school system for all K-12 students.
5. Diagrammr – create and share diagrams by writing sentences
• http://www.diagrammr.com/
6. Imagination Cubed – draw mind maps online, can be used with whiteboards
• http://www.imaginationcubed.com/
7. Edistorm – real time mind mapping and sticky notes
• http://www.edistorm.com/
8. Education Eye – brainstorming with a search engine
• http://www.educationeye.org.uk/
9. Mind42 – collaborative mind mapping
• http://mind42.com/
10. Mindmeister – mind mapping that can be embedded into a site
• http://www.mindmeister.com/
11. Mindomo – detailed mind mapping site with web 2.0 features
• http://www.mindomo.com/

As teachers begin creating fall lesson plans check out these sites for ways to incorporate technology into brainstorming and mind mapping with your students. 

To read this article please go to Tech&Learning:
http://www.techlearning.com/blogs/31158

Transforming Education

Technology enabled classrooms should have self-directed learners and teachers who can manage their classrooms. Every child learns differently and children should be allowed to learn at their own pace. If we expect students to learn how to solve problems, collaborate and communicate then we need a new way for them to learn through the use of technology. To prepare for the 21st century learning must take place inside and outside the classroom using technology to improve the learning outcomes for all students.

Students need to be self-directed learners who “select, manage, and assess their own learning activities” and are given the freedom to pursue learning “at any time, in any place, through any means, at any age.” Teachers would “emphasize skills, processes and systems instead of content coverage and tests.” So how can this be done?

The article listed three essentials:

1. Learning must move from teacher-centered to student-centered – this isn’t a new concept in education but how many teachers really know what this means and how to accomplish this in the classroom?
2. Students must take charge of their own learning – again not a new concept, but how many students want to be in charge of their own learning? How do we create an environment where students want to be involved learners?
3. Assessments must be formative and summative – formative assessments provide feedback to the students by addressing learning gaps showing teachers where to re-teach concepts. Summative assessments show the proficiency level reached by the student.

The article outlined four ideas.

1. Create – teacher created multimedia lessons – hands on, collaborative learning activities
2. Teach – keep students focused on the lesson and learning
3. Learn – allow students time to collaborate, interact with the materials and create meaning from the lesson
4. Assess – formative assessments giving students feedback throughout the lesson – re-teaching and providing additional materials as needed

One of the best ways for teachers to accomplish these goals is through classroom-management system software but what if your school district doesn’t use a classroom-management system? Teachers could begin by building more student-centered activities through project-based learning. As I read through the following list it was easy to see the similarities.

Project-Based Learning outline from Wikipedia:
http://en.wikipedia.org/wiki/Project-based_learning

1. Organized around an open-ended Driving Question or Challenge – (Create)
2. Creates a need to know essential content and skills – (Teach)
3. Requires inquiry to learn and/or create something new – (Learn)
4. Requires critical thinking, problem solving, collaboration, and various forms of communication – (Learn)
5. Allows some degree of student voice and choice – (Learn)
6. Incorporates feedback and revision – (Assess)
7. Results in a publicly presented product or performance – (Assess)

I compared this list to a recent posting I wrote about project-based learning.  Here are the steps as outlined from Edutopia.  http://www.edutopia.org/maine-project-learning-six-steps-planning

Six Steps for Planning a Successful Project

1. Develop a compelling topic that covers state standards - (Create)
2. Develop or design a comprehensive final product that each student will have a role in creating - (Create & Learn)
3. Involve professional organizations and professionals from the community to connect the academic study with the real world - (Teach & Learn)
4. Identify and organize the major learning resources (Teach & Learn)
5. Coordinate calendars and allow enough time for each component to be done well - (Learn)
6. Plan a final experience or culminating event - (Assess)

You can find lots of information about project-based learning, problem-based learning and inquiry-based learning on the internet. To help teachers find ways to transform education, build 21st century skills and prepare all students for the future take a look at these links.

Project-Based Learning Links
Project-Based Learning for the 21st Century- http://www.bie.org/
Project-Based Learning from Edutopia - http://www.edutopia.org/project-based-learning
Project-Based Learning - http://pbl-online.org/
Problem-Based Learning - http://livebinders.com/play/play/19470
Build Project-Based Learning Checklists and Evaluations - http://pblchecklist.4teachers.org/checklist.shtml

To read the article Transforming Education:
http://newbay.ebookhost.net/tl/smart/2/ebook/1/index.php?e=46&user_id=22907&flash=10.53

Robot Technology

In Los Angeles a young boy with autism is learning to mimic the moves of a robot. Around the world computer scientists are developing robots that can engage people, teaching simple skills, household tasks, vocabulary words and imitation. Researchers are also looking at robotics as instructors for foreign language or for developmental problems such as autism.

South Korea is using hundreds of robots as teacher aides in the classroom. According to Patricia Kuhl, co-director of the Institute for Learning and Brain Sciences, “with the right kind of technology at a critical period in a child’s development, they (robots) could supplement learning in the classroom.”

In one study children with autism spent thirty minutes with a robot when programmed to be socially engaging and another thirty minutes when the robot was programmed to behave randomly. When programmed to be socially engaging the children spent more time directly interacting with the robot. What does this tell us? When the robot acted more human the children responded better to the robot.

Timing the robot’s responses was also very important. If the robot responded too fast or too slow to the child this disrupted the interaction between them so the physical rhythm of the robot is crucial. When the robot was able to bob or shake in rhythm with an autistic child, the child would be less fearful to engage with the robot. “Simple mimicry seems to build a kind of trust, and increase sociability”, said Anjana Bhat, an assistant professor in the department of education.

For robots to be truly effective guides with children, robots will have to learn from students. According to Andrea Thomaz, assistant professor of interactive computing at Georgia Tech, if ”scientists could equip a machine to understand the nonverbal cues that signal “I’m confused” or “I have a question” — giving it some ability to monitor how its lesson is being received” then the robot could accumulate knowledge through experience.

Researchers would like to find ways that “robots can learn to learn, on their own and without instruction.” Then can a robot be programmed to be “responsive to the needs of a class, even an individual child.”

Not sure if a robot could replace a teacher, what do you think?
To learn more about the robots mentioned in this posting please check out the links below.

• RUBI the robot: - http://www.universityofcalifornia.edu/news/article/18319  
• CosmoBot - http://en.wikipedia.org/wiki/Cosmobot
• Asimo Robot - http://asimo.honda.com/  
• Bandit robot - http://robotics.usc.edu/~kheldman/  
• Nao robot - http://www.aldebaran-robotics.com/en  
• South Korea robots - http://www.plasticpals.com/?p=21283  

To read this article please click on one of the links below:
http://www.eschoolnews.com/2010/07/12/students-meet-your-new-teacher-mr-robot/ http://www.nytimes.com/2010/07/11/science/11robots.html?_r=2&emc=eta1

Images from Bandit Robot, CosmoBot Robot and Nao Robot sites.

Students Design World Fixing Solutions

Have you heard about Imagine Cup, the student technology competition? The competition was developed by Microsoft to encourage young people to use their imaginations, their passion and creativity to design technology innovations that can make a difference in the world today.

Each team is challenged to come up with solutions that improve health, reduce poverty or boost literacy based on the UN Millennium Goals. To learn more about the United Nations Millennium Development Goals - http://www.un.org/millenniumgoals/

The competition hopes to inspire more students to become interested in technical careers and prepare them for future careers. To view some of this year’s finalist videos click on the link and select a country - http://www.msstudentlounge.com/studentrally/tabid/81/Default.aspx

The competition categories are: Software Design, Embedded Development, Game Design, Digital Media and IT Challenge. To read about each teams’ projects - http://imaginecup.com/Competition/Finalists.aspx

Although this is a global competition how can you inspire your students to become passionate about learning and making a difference in the world? What project-based activities could you do with your students next school year? Do you want to design a student-centered project from scratch or find project-based activities online? Here’s some help with available project-based ideas from the internet –

• Computing Technology for Math Excellence - http://www.ct4me.net/math_projects.htm
• Internet4Classrooms: Project Sites - http://www.internet4classrooms.com/project.htm
• Mrs. O’s House: Projects - http://www.mrsoshouse.com/pbl/pblin.html
• Youth Learn: Inquiry Based Project -
  http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry
• Project-based activities in Math & Science -
  http://www.squidoo.com/project-based-activities

There are many other sites on the internet that guide teachers in developing project-based activities and many sites that offer examples of project-based activities. This summer is a great time to revamp your lesson plans and incorporate project-based activities throughout the school year.

To learn more about Imagine Cup - http://imaginecup.com/
To view videos from Imagine Cup 2010 -
http://www.eschoolnews.tv/MN/Mnp/eSchoolNews/eSchoolNews.aspx

Project-Based Learning

I recently came across two articles and three videos dealing with project learning from Edutopia. We all know that students need to be engaged learners and project-based learning is not a new concept for teachers but many teachers may not fully understand how to create a meaningful project that includes all content areas. The video examples showcased a learning expedition where students and teachers spent up to a semester working on a learning project.

The first article “Six Steps for Planning a Successful Project” provides the steps and examples of how to create a project from beginning to final product. The next article “Five Questions to Ask Before You Start a Project” posed questions the teachers should consider to make sure there are enough resources and examples to make the project meaningful for all students.

Each of the videos detailed a project the students worked on and presented to parents and the community. The projects involved community resources, teachers from universities and experts in various fields. The learning expeditions were real for the students who interviewed people, took pictures in the community and presented the projects from their perspectives and point of view.

Here are the videos:

• Anatomy of a Project: “Soil Superheroes” includes links to additional resources, teacher planning guide, and samples of student comic strips.
• Anatomy of a Project: “Give Me Shelter” includes samples of student work, links to additional resources, teacher planning guide and assessment forms.
• Anatomy of a Project: Kinetic Conundrum” doesn’t include any additional resources.

It’s important for teachers to remember that these learning expeditions can be tailored to fit the time and resources available in their communities. A learning project doesn’t have to include an entire grade level of teachers; a well-planned project could be carried out by a couple of teachers. Also, think about including technology resources such as Skype and available free software that could be utilized for the project. Students need to learn from real-world situations; students need to learn how to explore, problem-solve, collaborate and work as a team; teachers need to know how to use technology as a tool to change the nature of learning; and students who participate in learning expeditions will turn into investigators, problem-solvers, scientists, writers, artists, multimedia experts, presenters and communicators.

One guiding principle was prevalent throughout the articles and videos - after designing the learning project the teachers went through every step of the project, investigating, collaborating, designing and presenting a final product to the group. The teachers learned how to scaffold the tasks and learning of new skills so the students would be successful each step of the way through the learning expedition. This was a key factor in the success of the project – teachers taking the time to work through the learning project and completing a final product because what looks great on paper in reality may not work.

To read the articles and view the videos please go to Edutopia:
http://www.edutopia.org/maine-project-learning-how-to-plan-a-project