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All Together Now: Some Further Uses for Google Docs in the Composition Classr... - 0 views

remixingcollegeenglish.wordpress.com/...s-in-the-composition-classroom google docs GAFE
shared by Gayle Cole on 21 Sep 12 - No Cached
  • ProfHacker has written quite a bit about the app and their post “GoogleDocs and Collaboration in the Classroom” is chock-full of links to various tips and useful ideas. Getting Smart’s “6 Powerful Google Docs Features to Support the Collaborative Writing Process” provides an excellent step-by-step guide to using Google Docs especially for collaborative writing. And for a basic overview of Google Docs’ features and potential uses, you can browse through this slideshow:
  • I have asked my Basic English Skills students to keep a daily journal (which can be on anything they wish to write about and functions to help them build their writing muscles) in Google Docs, which they’ve only shared with me. Besides alleviating any anxiety students might have felt about making their journals public, Google Docs allows me to easily monitor new entries (whenever a Doc is edited, the title turns bold) and to verify when students are completing their entries (by using the revision history feature).
  • I decided to have the students write in teams of three, with one team member serving as lead editor each week. The lead editor is in charge of each week’s blog post, which includes coming up with a focus question and locating 2-3 sources to help them answer their question, which they share with their team before the week’s first class meeting (I have had the teams indicate each week’s lead editor in a spreadsheet in Google Docs so that I am aware of which students are in charge each week). But it gets really interesting when the teams come together in the week’s first class meeting. The lead editor creates a Google Doc, which they share with their team and me, and type in their focus question and a brief summary of how they plan to answer it. What follows is a 30-40 minute session in which the team discusses the question, the lead editor’s sources, and their plan for answering the question completely in writing in the Google Doc, observing a strict rule of silence (I adapted this activity from Lawrence Weinstein’s “Silent Dialogue” activity in Writing Doesn’t Have to Be Lonely).
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  • The next step in the process is for the lead editor to come to the next class meeting with a rough draft that they share with their team and me. The team then begins the process of revising, proofreading and editing, and designing the blog post. Again, I can use the revision history feature to monitor the transformation of the draft, verify that all team members are contributing, and provide feedback on the effectiveness of their work.
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Chris Lehmann's Keynote at #140edu 2012 « 140 Character Conference - 0 views

140conf.com/ehmanns-keynote-at-140edu-2012 reform keynote edu character conference inspiration philosphy favorite GAYLELOVESTHIS
shared by Gayle Cole on 21 Sep 12 - No Cached
  • When I was in high school I hated biology. Funny that I became the Principal of a science high school. But I hated biology for one simple reason: I am a horrendous artist. Every lab report that I did looked like I had dissected an amoeba.
  • But my best friend, who sat next to me, was an amazing artist. And I’m a pretty good writer. You know, I look back and I think, you know, if you had you only let us collaborate, we could have done some really amazing work, even without some of the tools that we have at our disposal today, we could have done great stuff.
  • we are beginning to realize that power of collaboration. People really do talk about the idea of collaboration being the 21st century ‘silver bullet.’ I think people have been collaborating for a really long time. I think we’re only now getting good at it in schools—at least in some schools.
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  • This is going to be SLA’s seventh year. In those seven years I’ve had seven superintendents. [Laughter, applause.]
  • And what is driving all of the decisions right now in cities all over this country? It’s this question: ‘How good are your test scores?’
  • For example, in this state [New York], the state-wide English Language Arts Regents exam was a high-stakes test for students and for teachers. It determined students promotion. It determined whether or not teachers would keep their jobs. It determined whether or not schools would stay open. There was question about a talking pineapple. And again, Adam referenced this earlier. But again, the amazing thing was that they claimed that they took it from this children’s author. They interviewed the children’s author. He said they got it wrong!
  • do you know who made the test? Anybody? Pearson. Not educators. Not state officials. Not the way that it used to be, when at least these tests were designed by people who did not have a financial stake in the game. Instead, this test was designed by a company that was deeply, deeply concerned that it be financially profitable.
  • educators have more stuff thrown at them than they’ve ever had to think about before. I am the child of a lifelong teacher and a union lawyer, so all of these ideas are incredibly derivative and I take them from my parents
  • we wonder why so many teachers push back as we say, ‘Oh and by the way, you’ve got to learn Twitter and Edmodo and this and that and the other and all of these tools.
  • powerful question: Is school relevant? And behind that is the question that many of us as teachers are asking: Am I relevant?
  • t if you ask her, ‘Who are you?’ the first thing she says isn’t ‘Oh, I’m a publicist.’ But if you ask a teacher, ‘Who are you?’ they are going to say, ‘I am a teacher.’ Who we are is wrapped up deeply in what we do and what do is under attack and changing rapidly, and that uncertainty is very difficult to deal with.
  • Johnny Learned to Read. Johnny went to the Store. Johnny went to the Park. Johnny killed himself because learning was boring! [Laughter.]
  • I respect what Deven Black said about the idea of ‘get out of school before the school kills the joy of creativity and kills that joy of learning that you have’ I also believe that school can be amazing places of learning. Schools can teach us how to learn, more than any fact or figure that we can get in a classroom. What schools should teach us is how learn, that metacognitive practice of figuring out, ‘How do I learn best? How do I make sense of our world?’ And when I do that, schools can help us learn to live.
  • Spanish 4 class at Science Leadership Academy. Now, what the kids had to do was to write an essay about hwo they were. Identity is a frequent theme at SLA. The essay was of two parts: One, what was visible about them and, two, what was invisible about them.
  • Schools can help us learn to live.
  • The incredibly reflective moment they were going through was, ‘How could we have prevented this as teachers? What are we doing wrong, that these are the students we are creating? These are the citizens we are creating?’
  • I think that when you are told the whole purpose you are learning this stuff is so you can work for somebody someday and that you can be part of the global economy. I think that’s an isolating feeling. I don’t think that builds community or gets us where we need to go.
  • we need to start talking about ‘the global citizen.’ We need to start talking about community
  • We would instead make sure that every child had a deep and powerful understanding of statistics before they left formal education
  • We’re creating a profoundly innumerate society and solving problems that we face today are going to need people who understand numbers.
  • but school belongs to our best, most powerful democratic instincts as a society. And what we are seeing right now, is a lot of people saying that schools need to be just like business.
  • If not that corporate model, then what model?
  • there’s a profound difference between these two statements: ‘I care about kids, and I care for kids.
  • We need to stop saying, ‘I teach math. I teach English. I teach art.’ We need to start saying, ‘I teach kids.’ And then we build systems and structures that reflect that.
  • we’ve got to understand that an inquiry-driven education is the most powerful way to learn
  • By the way, there is one questions that every teacher should ask a bazillion times a day that they don’t know the answer to. That question is, ‘What do you think?’
  • Want to see a really amazing thing with a group of kids? Read a book with them freshman year. Have them write their reflections on the book. Read it with them again in their senior year. See what the book holds for them now. Teach them that ideas and answers can change. And that that’s good.
  • It’s called the Dialogic Curriculum. It’s by a woman named Patricia L. Stock.
  • This isn’t just about talking. What I see in a lot of classrooms when I visit schools is people talking and listening—but not really. I see in a lot of classrooms debate, where kids are listening for the thing they can disagree with. So that way they can make their point. Right? We’ve all had that experience where the teacher says, ‘Wait a second, I’ll get back to your comment in a minute.’ Three or four more kids have said the thing and the kid says the exact same thing that they were going to say four questions ago, because they didn’t listen to the four things that the other kids said. We need to teach kids that we can argue and we can discuss to learn.
  • Teach kids to build their ideas off of others. Teach them not just to disagree, but run a classroom where no one is allowed to talk until they first express their idea, before they first echo back what they’ve heard from someone else. What did I learn from what you just said? ‘Well, I understand that you just said this, and I thought that this was really interesting. And where I found disagreement or disharmony was here.’ But first I’ve got to acknowledge the things that you said. First I’ve got to acknowledge that you said that with which I can find common cause. Teach kids to build, not just tear down.
  • What they’re selling to us as personalized learning is, ‘everybody does the exact same content, only at your own pace.’ That’s not personal!
  • If someone shows up and says, ‘We’ve got a great new personalized learning system. You put the kids on the computer and they all go at their own pace.’ Say to them, ‘That’s not personal. When do they get to do the things they care about?’
  • This is two of our students competing in a kinetic sculpture contest. Think about that. And what’s cool about it is that they built this device in their engineering classroom. Our kids in our engineering classrooms have built a solar water heater, and Engineers Without Borders took the actual thing that the kids built, shipped it to Sierra Leone, where what our kids built is now being used to heat water in order to sterilize instruments in a hospital for amputee victims. Our kids have built flow-process biodiesel generators, and they have then released the designs to anyone who wanted to use them, under a Creative Commons license. What we found out was that students in Central and South America built what are kids designed and are using it to take their schools ‘off the grid’ by powering their own schools.
  • Ask powerful questions. Seek out answers. Build real stuff. That’s inquiry-driven project-based learning.
  • world
  • What we are really trying to do is help our kids change the
  • Project-based learning is when the kids own head, heart and hands—when the work that they do, that matters to them, is the most important thing in a classroom—is the highest form of work that gets done. That’s true project-based learning.
  • In every single class at SLA, for all four years that they are there, every quarter has what we call a benchmark project in each class that that allows every child to build something that serves as the signpost of their learning every single quarter.
  • nquiry—what are the questions we can ask; Research—how do we find the answers to those questions; Collaboration—how do we work together to make those answers deeper, better and richer; Presentation—how do we share what we’ve learned; and Reflection—
  • You must build systems and structures to allow kids to do real stuff, and then get out of their way. By the way, once they have, you’ve got to let them share it.
  • You can share stuff in the physical world, you can share stuff in the virtual world, but kids have got to understand that they can be expert voices in the world. Create the space for them to do it. You don’t have to tell them how.
  • She said, ‘I just expose them to a whole bunch of different ideas and then said, go learn the stuff you need to learn.’
  • you have to share what you know
  • Chris Lehmann (@chrislehmann) is the founding Principal of the Science Leadership Academy (SLA)
  • honored by the White House as a Champion of Change for his work in education reform. In June 2010, Chris was named as one of the “30 Most Influential People in EdTech”
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