It was fun making the presentation, and I learnt a lot more about iMovie 09 than I ever thought I could. I didn’t like iMovie 09 much when it was first released, but now I’m feeling a lot more comfortable with it and I like it’s features. I especially enjoyed getting the hang of the “picture inside a picture” feature!

Dean’s Sharing: The Moral Imperative was thought-provoking and a poignant reminder to us all about how much we learn from each other and how necessary it is to keep sharing and collaborating as we move through this digital highway we have found ourselves on.

Tomorrow, the K-12 Online Conference 2010 officially kicks off with the Student Voices Keynote & the Leading the Change Keynote.

We’re planning to show Rodd Lucier‘s presentation “Creative Commons: What Every Educator Needs to Know” as part of our Personal Tech session after school on Wednesday.  The use of Creative Commons has been a hot topic at our school lately, so the timing is perfect!

The strands Student Voices & Leading the Change will continue to release four presentations each day to “go live” for the rest of the week.

Beginning the week of 25 October 2010 is the other two strands of the conference: Kicking it Up a Notch & A Week in the Classroom.  Both strands have outstanding educators keynoting; Darren Kuropatwa & my very good friend Allanah King!  Four presentations each day will be released to “go live” for the rest of week as well.

My own presentation, Record, Reflect & Share: VoiceThread as a Digital Portfolio, is part of the Kicking it up a Notch.  It is set to go live 12:00 PM  Wednesday, October 27 GMT (For those of you TimeZone challenged like me, that’s Wed, Oct. 27th 8pm, Bangkok time).  If you watch it, I hope you enjoy it!

Right, I’m off to get my “jarmies” ready for the conference! That’s the best thing about the K-12 Online Conference – you can “attend” sessions anytime, anywhere, dressed anyhow!

Click here for the full presentation schedule.  Which presentations do you think you will watch?

• newsmap
• What happened in my Birth Year?
• Amateur – Lasse Gjertsen,
• A great way to people up and talking to one another

Andrew managed to keep us engaged and busy for four hours as we made our way through the mirad of information surrounding his own classroom teaching, Bloom’s Digital Taxonomy and how it all fits with Project Based Learning.

Rather than try to recall all of the information Andrew passed our way – here’s a list of links to his wiki Educational Origami that stood out for me:

Bloom’s Digital Taxonomy – loved the activity we had to do – match the task to the Bloom’s level! Very informative – and sparked really deep conversations about the complexities of tasks

Bloom’s and ICT Tools – check out the really clear diagram!

The following are quick resources for Bloom’s Digital Taxonomy. Each sheet has keywords, activities and technologies that correspond to each taxonomic level.The activities that are represented at each level are not an indication that the student is creating or evaluating, rather tools that can lead to this. As always its the quality of the work rather than the tool or technique that is key.
1 – Remembering.pdf
2 – Understanding.pdf
3 – Applying.pdf
4 – Analysing.pdf
5 – Evaluating.pdf
6 – Creating.pdf

4D’s project based learning presentation the 4 D’s.pdf – this was really helpful!
Activity Mapping Tool A3.pdf – this tool is useful in the planning of project based learning and maps the Bloom’s taxonomic level against a modified Daggett’s application model

But don’t stop there – bookmark this wiki and be prepared to loose a couple of hours or five as you navigate your way around the resources!!

Overall, this was a most informative session.  I was lucky enough to be sitting at a table with parents of one of the children in the presentation (and I got a peak at her ePortfolio too as she showed it to her Mum & Dad).  The parents were very pleased with the ePortfolio setup, it’s access from home, and the difference they felt it made to their daughter’s confidence.  ”She puts a lot of effort into her ePortfolio and is very proud of it.”

Out of the pilot 1:1 phase. First 1:1 iniative over 20 years ago.

It’s exciting to be an educator at this time.

Here to today, not because it’s technology, not because it’s a cool thing to do but becasue in 1989 5 Grade 5 & 6 teachers in a pioneering school in Melbourne thought it would be good for learning to put a laptop in the hands of students.

No Limits – the freedom to learn.  Freedom to learn that made it possible for the learning medium to show the world what school should and could be.  Bruce Dixon looks for those examples that shows what young people can do.

K-12 – well over 5 million will have access 24/7 to learning – not occassional access, not occassional learning – natural learning 24/7.  Enthusiasm and good intent is not enough – laptops in the schools but not assigned to students – Innovators realise that is not the way to use technology with students.

One of the biggest problems around personal computers, reconceptualising what schools should and could be. We can no longer get away with the laptops screwed to the table – just because you put computers in the hands of children does not mean that learning will happen.

Challenges :  Infrastructure, Pedagogy, (content-based learning vrs inquiry-based learning) Pre-conceived ideas,

What challenges do you see in building and sustaining a tehnology -rich learning environment?

It’s not about money – it’s about innovation.  Don’t start off with a lump of cash.  Have to have a sense of sustainability.

Are we ready for this? Video   Bow Drill -

What should ubiquitious technology access make possible for schools, teachers and learners?
collaborating, allows us completely rethink how students & teachers are organised, differentiation,

Nice to hear Bruce Dixon say that learning keyboarding skills is ridiculous – wordprocessors allow everybody to express themselves equitably – keyboarding does not make 1:1 possible.

21 steps to learning (see aal.org site)

Imperatives driving New Visions for Education

There is a difference in how Generation Y are wired.  They can grasp technology more quickly and are able to effectively multi-task.  HOGWASH – FALICY

Henry Jenkins – sharing creations with others

Taking It Global
Kiva

“In too many of our schools ….. the technology emperor has had no clothes”
Technology-friven ideals, ill defined expectations, trivialising teacher competences, acces is a major issure 5:1 4:1 are just slightly better versions of the same thing, 59% = 59 minutes

We need to build a better understanding of the “Art of the Possible”

Identifying the Key Drivers for 1 to 1 (see photo taken)

Student attenance increases and student are more motivated and more engaged – Russell, 2004, New Brunswick 2004-06)

Students write more, more often and better (Silvermail?)

Vicki Davis and Julie Lindsay, along with Bernajean Porter, Anne Mirtschin, Steve Madsen, Sara Patterson and other amazing Flat Classroom participants and educators encouraged students to envision the future of education. As an action-based conference format student teams, (and educator teams too) designed a futuristic global project or idea that could most likely be implemented.

I had the absolute privilege of attending a session in which the student teams (and a couple of adult teams put together on the day) pitched their ideas/presentation at a table with 2-3 guest educators.  When the allotted time was up, the student teams were given feedback from the adults, then given time to “huddle and improve” their pitch from the feedback they’d received, before moving onto the next table.  I have to say that this session was the highlight of the conference for me.  The room was full of energy, enthusiasm and had a positive buzz.  As an educator, I was blown away by the honesty and openness to feedback and constructive criticism these students took on board.  The students were also able to give us feedback on our feedback, thereby empowering themselves with a voice that mattered.  We were all stakeholders in the pitch because of that one extra step.  A step that we so often forget about in the “rush” of our school day.  I got to experience the value of TIME.  TIME for our students to put together their ideas, TIME for our students to received feedback and TIME for our students to reflect on the feedback, tweek their ideas, and TIME to present their ideas again – and perhaps even TIME to complete the cycle again.

However, it really wasn’t until the three finalists presented their digital stories at the closing ceremony of the whole conference that it truly dawned on me what a powerful process the Flat Classroom Project entails.  I was delighted to see that one of my most favourite groups that I’d been part of the feedback process for, had made it into the finals.  It was incredibly humbling to see their final project, how much they’d tweeked it, how much they’d taken on board our advice to them in the early stages of their ideas pitch. Congratulations to ALL of the student participants, Vicki, Julie, Anne, Steve, Sara, Bernajean and everyone else involved in way, shape or form in the Flat Classroom Conference, Mumbai, India. You were amazing!  Voting is still open so please, go on over to the wiki, watch the videos and cast your vote!

Only much later did I discover that this group IMPACT had lost their entire presentation the night before and had worked fevourishly through the night to put their digital story back together again for the finalist presentation. That just makes me even more amazed at the capacity of our students to succeed (amidst failure) when they have a personal stake in a project and are given the tools, the encouragement and the TIME!

So mark these dates on your calendars:

PRE-CONFERENCE KEYNOTE:  Week of November 30th

WEEK 1: December 7-11, 2009
Getting Started (13 presentations)
Leading the Change (14 presentations)

WEEK 2: December 14-17, 2009
Week in the Classroom (13 presentations)
I have to add that the keynote for this strand is by an awesome Kiwi girl (of course) Rachel Boyd
Kicking It Up a Notch (14 presentations)

That some, 41 presentations, all for you, at your leisure, and for the total PD price of ZERO dollars.

Maria Knee has put together this very clever teaser using animoto. If this doesn’t “wet your whistle” I’m not sure what will!!

Greenwich Mean Time (GMT) is used in the publication of all events. So if you’re like me, and ALWAYS get the timezones wrong – use TimeandDate to help you join in the fireside chats and eluminate sessions.

Psssst:  Did I mention it was FREE!!

Kids like to read, kids like to talk – marry the two together.
Make them think talking about reading is cool
Read-Aloud important time of the day

Framework for Balanced Literacy
Interactive Read Aloud with Accountable Talk
Shared Reading,
Reading workshop
writing workshop
interactive writing/shared writing,
word study (phonics)

Reading Aloud to young children helps them to develop in 4 critical areas: oral language, cognitive skills, concepts of print, phonemic awareness

Different kinds of read alouds
Interactive Read Aloud – stop at places to think aloud, let students talk to a neighbor often have whole-class conversations
Content Area Read Aloud – texts that support learning in science social studies, math
Story Time – get lost in stories
Chose what read-aloud suits your grade level

Read Aloud Book Choices:
High Interest – ask kids!
Can be finished within a reasonable time frame.
Match “Units of Study” or theme work when possible
(get their feet a week or so before you start that unit – expose them to that genre)

Purpose of a Reading Workshop is get students reading independently as much as possible – sustained, focus, stamina building reading – book clubs fits in there – could still be reading own book but reading a bookclub book at the same time.

Partnership reading

Read Aloud is a good intro into bookclubs – you are modeling what a bookclub might sound like, look like.

Grow your own ideas, theme, what is the author trying to say …. Lively interesting conversations rather than a “recording” session

There are student book club basics – see slide notes

Can have individual conference with students who are reading a book above their level to help them cope with the bookclub.
Conversations should be as natural as possible – not retelling, want kids talking throwing ideas around, challenging, questioning
Give students a goal to work towards – that’s what bookclubs are for – use that to drive the reading strategies that we’re teaching throughout the year.

Getting students ready for bookclubs  (do this over the year …… I really like this idea)

Say to students: One of the reasons that we are practicing this is when we get into bookclubs this will be really helpful.    Grow your own ideas, having something to say to your partner, group etc.
Ability to change your mind is important.
Having conversations, how many pages are you going to read, negotiate what we’re going to look for.  When are we going to meet again?

Have your bookclubs staggered so that you as the teacher can manage.

Like the idea of bookclub folders, team brand name ……

Tracking their thinking together – what do you really want them to focus on ….. so that conversation doesn’t go pooooof after 5 minutes

Independent readers could have some ownership in scheduling their bookclub – what would work best for them.

Look out for the coming prepared for talk with Post-its slide. It has some great ideas on it.

Post-its help you prepare for conversations, makes you more ready to talk.

Pause and think – at the end – Maggie doesn’t write a book review at the end of her reading of a book.  Don’t need to always write at the end of the book.  Ask them to capture on paper some of their ideas  in their final conversation.
(book review totally deflates the finish of the book)

There are times that you want to assess the ideas – could see a post-it note wall working here.

What’s a character’s motivation what’s getting their way
Interaction with other characters, what does this say about them?
Character change
Model with students what to pay attention to …… (see above)
Teach them to read off the post-it – model it so they don’t sound robotic

After the conversation, model prompts that record their revision of changing of ideas after listening to others

I used to think … now I think

Little scaffolds that help them do this.

Accountable talk – see slide
Give students a vehicle to get them talking to one another, to have a good conversation.

These are my notes from Maggie’s workshop:  Maggie’s handouts here:

Interactive Read Aloud with Accountable Talk Thinking and Talking Deeply About Books

Kids like to read, kids like to talk – marry the two together.
Make them think talking about reading is cool
Read-Aloud important time of the day

Framework for Balanced Literacy
Interactive Read Aloud with Accountable Talk
Shared Reading,
Reading workshop
writing workshop
interactive writing/shared writing,
word study (phonics)

Reading Aloud to young children helps them to develop in 4 critical areas: oral language, cognitive skills, concepts of print, phonemic awareness

Different kinds of read alouds
Interactive Read Aloud – stop at places to think aloud, let students talk to a neightbor often have whole-class conversations
Content Area Read Aloud – texts that support leanring in science social studies, math
Story Time – get lost in stories
Chose what read-aloud suits your grade level

Read Aloud Book Choices:
High Interest – ask kids!
Can be finished within a reasonable time frame.
Match “Units of Study” or theme work when possible
(get their feet a week or so before you start that unit – expose them to that genre)

15-20 minutes everyday
OR
2-3 times a week, 20 mins
2-3 times across a 6 day cycle, 25 minutes
Try to schedule it – the more regular it is the more students come to expect it

Proficient adult reader – good for kids to hear one read.