Learning is Change

01.24.08

Cores 1+4:

  1. Personal Curriculum case studies:
    • Putsal
      • How is this authentic?
      • What do you think they learned through their experience?
    • Training a horse
      • How should she have shown that she learned something?
    • The Five Senses
      • Is this too small to be personal curriculum?
  2. Check-in on Personal Curriculum.
  3. Extensions:
    • Continue to work on your personal curriculum.

Core 2:

  1. Write-on:
  2. Present the last SAP.
  3. Reflect upon the SAP project as a whole.
    • What did you learn? What was good about it?
    • What could be better next time?
    • How did this project fit in with the way you like to learn?
  4. Discuss theories of equality as virtue.
  5. Extensions:
    • Read your AR book.

Core 3:

  1. Discuss-on:
    • (How is this a portrayal of image grammar?)
  2. Create your own image grammar poem from your grammar term/topic.
    • What kind of story can you tell with your topic?
    • What kind of images can you conjure up with your topic?
  3. Share out your Image Grammar Poems
  4. Extension:
    • Find an example of your image grammar topic in your current AR book.

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Mini Del.icio.us PD

Although this is not my regular mode of blog posts, I have found that it provides an outlet for the PD that would normally just be within a given context, but that other people might find useful. I created these images for eDCSD, the Online School for Douglas County. Feel free to peruse it and use the information, but do not use the login information if you are not a part of eDCSD.








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01.24.08

Core 1:

  1. Write-on:
  2. Start looking at enclave societies.
    • Is it possible to separate yourself from society and still be a part of it?
    • Is it better to be steadfast in your beliefs if it means not being a part of progress (moving forward)?
  3. Extension:
    • Would you have wanted to join an enclave utopian society if you were in that time period?

Core 2:

  1. Present 4 Social Action Plans
  2. Reflect upon the SAP project as a whole.
    • What did you learn?
    • What could be better next time?
    • How did this project fit in with the way you like to learn?
  3. Extensions:
    • Read your AR book.

Core 3:

  1. Write-on:
  2. Continue to work through timeline.
    • Which events resonate with you as changes in direction or in belief?
  3. Extensions:
    • What event in the 19th century do you believe has had the most dramatic affect on you? Why?

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Mini VoiceThread PD

Quite a few teachers have been asking me about how to use voicethread because they see the real potential that digital storytelling of this nature can have on the classroom and on learning. A few, however, have been delayed in trying it because of technical difficulties. Although there a much better tutorials out there on Voicethread (like this one), I would like to add my few screenshots to the mix in order to give some options. (In case you were wondering, I used Skitch in order to create these screenshots, please e-mail me for an invite to this extremely useful software.)

The following tutorial (of sorts) only goes over uploading images and recording your voice. Check out the above links for more info.

01.23.08

Core 1:

  1. Write-on:
  2. Finish reading the French Utopians section, and start looking at enclave societies.
    • Is it possible to separate yourself from society and still be a part of it?
    • Is it better to be steadfast in your beliefs if it means not being a part of progress (moving forward)?
  3. Extensions:
    • What is wrong with establishing a Meritocracy in our society?
  4. Learning Objects from Class:

Core 2:

  1. Three SAP presentations and Q&A sessions.
  2. Continue reading Harrison Bergeron to determine how your personal dystopia compares to that of Harrison Bergeron?
  3. Extension:
    • (If we get to Harrison) In a paragraph answer the following question: Is equality a virtue (a source for good)? Why or why not?

Core 3:

  1. Write-on:
  2. Analyze 19th Century Timeline for themes and common factors.
    • What events do you believe could have triggered an -ism?
  3. Extension:
    • Brainstorm a list of the things that you already know about this time period.

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01.22.08

Cores 1+4:

  1. Write-on:
  2. How are the French Utopians different in their depictions of Utopia than Thomas More?
  3. Extensions:
    • Finish translating the French Utopian tenets into your own words.
  4. [Flash http://academyofdiscovery.com/bhwilkoff/wp-content/uploads/squaremetaphor.swf h=616 w=785]

Core 2:

  1. Discuss-on:
  2. Two SAP presentations
  3. Continue reading Harrison Bergeron to determine how your personal dystopia compares to that of Harrison Bergeron?
  4. Extension:
    • In a paragraph answer the following question: Is equality a virtue (a source for good)? Why or why not?

Core 4:

  1. Group Write-on:
  2. Introduce 19th Century Unit using Walden:

      The mass of men lead lives of quiet desperation. What is calledresignation is confirmed desperation. From the desperate city yougo into the desperate country, and have to console yourself with thebravery of minks and muskrats. A stereotyped but unconsciousdespair is concealed even under what are called the games andamusements of mankind. There is no play in them, for this comesafter work. But it is a characteristic of wisdom not to dodesperate things. When we consider what, to use the words of the catechism, is thechief end of man, and what are the true necessaries and means oflife, it appears as if men had deliberately chosen the common modeof living because they preferred it to any other. Yet they honestlythink there is no choice left. But alert and healthy naturesremember that the sun rose clear. It is never too late to give upour prejudices. No way of thinking or doing, however ancient, canbe trusted without proof. What everybody echoes or in silencepasses by as true to-day may turn out to be falsehood to-morrow,mere smoke of opinion, which some had trusted for a cloud that wouldsprinkle fertilizing rain on their fields. What old people say youcannot do, you try and find that you can. Old deeds for old people,and new deeds for new… One young man of my acquaintance, who has inherited some acres,told me that he thought he should live as I did, if he had themeans. I would not have any one adopt my mode of living on anyaccount; for, beside that before he has fairly learned it I may havefound out another for myself, I desire that there may be as manydifferent persons in the world as possible; but I would have eachone be very careful to find out and pursue his own way, and not hisfather’s or his mother’s or his neighbor’s instead. The youth maybuild or plant or sail, only let him not be hindered from doing thatwhich he tells me he would like to do. It is by a mathematicalpoint only that we are wise, as the sailor or the fugitive slavekeeps the polestar in his eye; but that is sufficient guidance forall our life. We may not arrive at our port within a calculableperiod, but we would preserve the true course.

  3. Extension:
    • Brainstorm a list of the things that you already know about this time period.

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Vision for Everyone

Just like Wesley Fryer did for this post, I too will cross-post a comment.

Your vision of leadership (or perhaps just the one that we are talking about now) is something of an enigma to many people. The idea of articulating what the believe in does not strike most people as the best way to spend an evening. It is, however, the only way that we will move forward. It is the way that next steps become possible. Only after the process of reflecting upon what you believe will really be able to see if it goes against what I believe. When you haven’t analyzed your own thoughts on education, when you lack vision, anyone’s vision will do.

I would take this even further, now. Everyone should be going through this process, not just “leaders.” All educators should have vision and be able to articulate it well. It gets everything out on the table and allows for a high level of discourse. There is no way to persuade someone to change unless they know what they are changing from.

So, how do we get everyone to articulate their visions? Assigning it is inauthentic. Dictating it is counterintuitive. It has to come from a place of passion. It has to come from the heart.

Any Thoughts?

01.17.08

Cores 1+4:

  1. (Write-on)
  2. What are the major flaws with More’s Utopia?
    • Draw a picture of what you think could go wrong in his vision of a perfect society.
  3. Check-in on Personal Curriculum.
  4. How are the French Utopians different in their depictions of Utopia?
  5. Extensions:
    • What kind of ideas seem to be reoccurring in the different utopias?

Core 2:

  1. (Write-on)
  2. Take Rev-It-Up Quiz.
  3. What would be your own personal dystopia?
  4. How does your personal dystopia compare to that of Harrison Bergeron?
  5. Extension:
    • If you haven’t finished your SAP, e-mail it to me tomorrow.

Core 3:

  1. (Brainstorm-on)
  2. Decipher the writing identity of your fellow students.
  3. Extension:
    • Read your AR book.

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01.16.08

Cores 1+4:

  1. Write-on: What is the most important aspect of the Utopia within your head that you would like to bring out into the real world? Why?
  2. Take a look at the original concept of utopia from Thomas More.
    • What does his vision of Utopia say about his time period?
  3. Extensions:
    • Think about and be prepared to answer tomorrow: Do you think that it is possible to get your message of Utopia out without preaching it?

Core 2:

  1. Review-it-Up/On
  2. Brainstorm ideas about utopias and write down ALL responses:
    • What words come to mind when you think about utopia (perfection)?
    • What changes may have taken place as humans redefine the term utopia (perfection)?
    • What things or places might be considered utopian (perfect)?
  3. Categorize the things or places that were written down.
    • How could you categorize these ideas into groups?
    • What could you call each group? Why?
    • What are some similarities of utopias?
  4. Brainstorm a list of things that man throughout the ages would consider utopian?
    • What can you say about these things?
    • What do you call each of these groups? Why?
    • Are the following characteristics of utopias: paradise, heaven, new worlds, perfection of some sort? Why or why not?
  5. Make generalizations about utopias and human’s changing ideas regarding them.
    • What can you say about utopias that is usally true? How are our examples alike?
  • Humans have been searching for or trying to create a utopian world in some way since time began.
  • Humans corrupt their utopia after finding it or creating it.
  • Each human strives to create his/her own personal and societal utopia.
  • Dreams memories, nature, emotions, and time help shape our ideas regarding utopia.
  • Individuality can be lost in our quest for utopia.

Extension: Finish your SAP for tomorrow (for Extra Credit) or Friday (to be on time). All SAP work turned in after Friday will be considered late.Core 3:

  1. Write-on (a companion to your extension from Friday about Democrats and Republicans): Why is it important to take a look at the belief structure of a political party?
  2. How is it easier to see the similarities and differences when you have analyzed a belief structure rather than a term (Democrat or Republican)?
  3. What does this poem mean?
    • You have only eightEight to break the code:Something does;Specialize them bothWith modifier single, phrase, or clause;Add some more of the same if you like,But then you’ve shot your bolt(Except for the lightening boltTo scream with; you’ll need that.) With these weak toolsWe try to probe the universe.These are the chains that bind and leadTo what and where our fate allows.They bless and blastSmile and frownSing and soar, divide and drown.Are they God’s keysOr Satan’s gown?Community of eightLead us to the gateMake us speak in tonguesFill our spirit lungsTruthful beauty beHelp your servants see.(B Bauld)
  4. Extension: How is this poem an example of image grammar?

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01.15.08

Cores 1+4:

  1. Write-on: How does you concept of utopia (your idea of perfection) influence your idea of existence? (How are utopia and existentialism (the questioning of existence) related?)
  2. Go over questions from How the World Was Saved.
  3. Take a look at the original concept of utopia from Thomas More.
    • What does his vision of Utopia say about his time period?
  4. Extension:
    • Read AR Book.

Core 2:

  1. Rev-It-On
  2. What is a smart mob?
    • What is their take on social action?
    • Are we creating Smart Mobs?
  3. Continue to work on Social Action Plans.
  4. Extensions:
    • Finish SAP for Friday (Thursday for E.C.)

Core 3:

  1. Discuss-on: How will you make sure that each one of your writing style descriptions does not turn out the same? What will you specifically looking for to differentiate them?
  2. Research each blogger’s writing style from our class and collect writing style “data” for you to use on Thursday in order to decipher which anonymous writer is which.
  3. Extension:
    • If you do not finish, please finish at home.

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