Aug 19

100. Rethinking Note Taking

Studies show that passive assimilation of information does not result in high retention for learners.  Still, much information is given verbally and received auditorily by audiences in classrooms, conferences, churches, etc. learn by doing graphic

The recipient of the presentation is often encouraged (or required) to take notes because this will help them pay attention and stay on task.  As a learner, you can’t change the way the lesson is delivered, but you can usually choose the way you take notes.  In schools, educators teach students how to take Cornell Notes (AVID strategy).  However, this traditional pencil and paper note taking method is unnecessary unless…

  • access to technology is limited (i.e. Nobody in the audience owns a smartphone.)
  • the lecturer doesn’t allow the audience to use technology and won’t share his PowerPoint presentation or website with the audience

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Saying No to Cornell Notes

Have you ever seen teachers at conferences writing Cornell Notes?  Have you ever seen college students carrying around notebooks full of Cornell Notes?  Neither have I.  This tells me that Cornell notes are not natural, intuitive, and sustainable.  Learners young and old tend to develop their own note-taking methods, and they typically don’t resemble Cornell Notes.

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Taking Digital Notes with Social Media

It is more common to see college students using their cellphones or laptops to take notes.  This comes natural for digital natives and can take many forms (text, image, audio, video).  Note taking for an average college student might look something like this:  The student uses Twitter to tweet out important ideas a professor says in her lecture (and uses a hashtag to categorize the tweet).  While tweeting, the student may see others tweeting ideas they missed (or didn’t have time to type) from other students using the same hashtag on Twitter.  They favorite or re-tweet those ideas to save them for later.  Using Twitter (or other social media platforms) can be a highly intuitive, collaborative, and productive way to take notes.

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Getting to Higher Levels of Thinking

As mentioned earlier, taking notes is not necessary if the information or presentation is given to the learner.  Not much critical thinking goes into the mechanical act of taking notes or comprehending information that is presented.  The real magic in learning is in the summarizing, synthesizing, analysis, critical thinking, and collaboration around the information that is given.  In other words, using higher level thinking skills.  The piece that Cornell Notes does well is providing space for students to summarize and analyze the information given.  However, this can also be done using Twitter and other social media forums.  All favorited tweets can be viewed, or ideas can be searched by hash-tag to view additional tweets about the same topic.  Also, Twitter chats are a common way for groups of people to engage in discussion around questions provided by a moderator.  These chats can be imported into spreadsheets or collected and made into stories using tools such as Storify.

Conclusion

I don’t think it matters how learners gather information from a lecture or lesson, but it’s best to choose a method that is natural, intuitive, and sustainable for the learner (whether it’s Cornell Notes or Twitter).  What is most important is what learners do with the information.  How information is organized, stored, analyzed, shared, and applied is where the time and focus of learning should occur.

Permanent link to this article: http://mulloverthings.com/2014/08/100-rethinking-note-taking/

Aug 12

99. Fifteen Characteristics of Transformational Professional Development (PD)

I’ve experienced some great professional development (PD) during my teaching career.  I’ve been to numerous trainings, workshops, conferences, etc.  The best PD experiences for me have been in recent years.  A few of them have been career altering and served as springboards to other great opportunities.  I’ve selected my top three experiences and have chosen to write about 15 attributes that seem to overlap in all three of these.  I believe that transformational PD must have all of these characteristics.  Great PD will have most of these.  Good PD will include some.

Here are my top three PD experiences:

Venn Diagram of Best PD (2)

Characteristics

1.  Incentive

The first characteristic is simple, but important.  There needs to be a great enough incentive for a large number participants to apply.  The more applicants, the greater the potential for a strong cohort.  Last year over 4,000 teachers applied for LearnZillion’s TeachFest.  LearnZillion provides an all-expense-paid-trip to TeachFest and pays teachers for the content they create after TeachFest.  Some of the incentives to become Google Certified are to spend time at Google headquarters and receive the recognition and honor that comes with being Google Certified.  The Writing Project offers paid college credits for those who are accepted.

2.  Application Process

Eric Westendorf, co-founder of LearnZillion, stated that 5% of applicants were accepted to participate in TeachFest (2014), which means that it is harder to get into TeachFest than any college in the US.  Throughout the event, he continued to emphasize that we were an elite group of educators.  I read somewhere that about 10% of applicants are accepted to become Google Certified.  The Writing Project Summer Institute conducts in-person interviews before making its final selections.  Candidates are typically required to submit a resume, answer essay questions and submit short video clips as part of the application process.

3.  Selection Process

Only educators that have certain leadership qualities are invited to participate.  The hosts seem to be looking for collaborative, humble, kind, genuine, helpful, creative, risk takers.  Some of LearnZillion’s core values speak to the personality of those they recruit:  “We help each other get better.” and “We laugh at ourselves. Regularly.”  Most people who have seen “The Internship” understand what it means to be Googley.  In the same way, the Writing Project recruits those who are genuinely eager to learn from their peers.  If you come across as being too independent or arrogant, you probably won’t make the cut.

4.  Recognition

Once selected to participate in a PD event, the organizing agent will typically send a press release that can be shared with your local newspaper and school district.  Some hosts post your profile photo on their website recognizing you as an elite educator.

5.  Community

Great PD is all about the community connecting and building relationships with one another.  Once selected, participants are able to join up via social media such as private Facebook groups, Google+ communities and participate in webinars and video chats with fellow cohort members.  Connecting an ambitious rock-star group of educators always creates a top-notch professional learning community/network (PLC, PLN).

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6.  Coaches/Mentors

All great PD experiences have top-notch coaches, mentors, or lead learners that either work for the host or are educators who were involved with a previous cohort.  These mentors help participants feel welcome by connecting with them, answering questions, leading breakout sessions and helping everyone become better educators.

7.  Team Building Activities

Great PD is never a one-way, sit and get experience.  It always includes collaborative, team-building activities where participants often are forced to get out of their comfort zones.  Some of these team-building exercises are so much fun that teachers are excited to repeat the activities with students in their classrooms.  At TeachFest in San Francisco, participants played a paper-rock-scissors knock off elimination game, and at Google Teacher Academy our Android dressed hosts (Wendy & Cat) led a “Minute to Win It” competition.

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8.  Special Guest(s)

It was an honor and privilege at the Writing Project’s summer institute to write poetry with Kim Stafford, son of famous American Poet Laureate, William Stafford.  At TeachFest, I met Caine from Caine’s Arcade and producer Nirvan.  We had multiple special guests at Google that were a joy to learn from.  Special guests often provide inspiration in ways that reach beyond typical PD.

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9.  Breakout Sessions

Breakout sessions occur when the cohort splits into smaller, assigned groups to collaborate, learn or write in a more intimate environment.  They are always highly engaging, interactive and collaborative.  These groups are typically led by coaches or mentors and participants usually become tight-knit and often develop life-long friends from within these groups.

10.  Cohort Members Leading

Sometimes the best ideas and insight come from within the cohort.  That’s why it is the Writing Project’s model to require each participant to teach a mini-lesson to the whole group.  LearnZillion selected cohort members to speak words of inspiration during breakfast, and participants of Google’s Academy were also given opportunities to lead various sessions.  When participants are given leadership roles, the hosts are saying, “We’re all equal and can learn from each other.”  That’s powerful.

11.  Free Food and Beverages

I’ve had some of the best meals at the Writing Project formal dinners, TeachFest, and definitely at Google’s legendary cafes and micro kitchens.  Teachers are always impressed and thankful when they are able to wine and dine like royalty.

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12.  Swag

Teachers are used to scrounging for leftovers and hand-me-downs, and paying for school supplies from their own pockets.  That is why teachers are so grateful to receive gifts like t-shirts, books, pens, gift cards, software/app subscriptions, earbuds, stickers, etc.  Gifts are great because they’re unexpected, and a great way to show someone that they are appreciated.  All the great PD I’ve attended gave gifts to its cohort members.

13. Plan of Action

Every great PD requires the participants to pay-it-forward by sharing what they learned to their educational community through leading workshops or creating lessons from what was learned during the PD experience.  The learning and implementation doesn’t end when the event ends.  The event is just the beginning of what is possible through the inspiration, relationships, and valuable lessons that were gained.

14.  Celebration

All great PD gatherings include a celebration dinner, awards ceremony, or some sort of party.  The celebration is often a last chance to take photos with your new friends, say goodbyes to everyone a low-key, informal, relaxed and fun social atmosphere.

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15.  Opportunities for Alumni

One great opportunity leads to another.  Once you’ve become a Writing Project Teacher-Consultant (TC), you may be given the opportunity to lead a workshop, boot-camp, or teach a graduate level course through the Writing Project.  LearnZillion gives many opportunities to its DreamTeam alumni, such as representing LearnZillion at the Global Silicon Valley (GSV) Summit.  Google Certified Teachers are encouraged to join or lead Google Educator Groups and pilot products, such as the Nexus 7 tablet participants of GTAMTV were sent home with.

The list of attributes is by no means exhaustive.  What characteristics do you think are an integral part of great PD?

Permanent link to this article: http://mulloverthings.com/2014/08/99-characteristics-of-transformational-professional-development-pd/

Aug 05

98. Google Teacher Academy Reflections, Mountain View 2014

Last week (July 30-31) I experienced two days filled with inspiration, energy and food for thought (and lots of real food, yum).  Who knew that becoming Google Certified would be such a blast?! I was enjoying it so much that I didn’t want it to end. Here I’ll share some of my takeaways and a few photos from Google Teacher Academy in Mountain View, CA 2014.

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Google Certified Teachers are:

  • Outstanding Educators
  • Creative Leaders
  • Ambassadors for Change

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Breakout Sessions:

Breakout sessions focused on collaboratively creating stuff, not listening to a speaker and taking notes. In “YouTube Video Teacher Awards” led by Wendy Gorton, I paired up with Josh Gauthier to create a parody video. In “Are you a Google IronChef?” led by Jon Corippo and JR Ginex-Orinion, three of us collaboratively used Google Slides to create a presentation.

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In the session led by David Theriault and Cory Pavicich, we used Nexus tablets to do a scavenger hunt where we staged photos to represent the quotes we found.

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During the final two sessions we were introduced to HyperDocs by Lisa Highfill, and Ingress (among other tech tools) by Cat Flippen.

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It was a blast working with everyone and pondering how these amazing lessons will be implemented back in our own educational situations.

Product Demos:

I was introduced to Google products I had never used before the Teacher Academy. We got to hear about the fascinating development process of Google Classroom including stories from the classrooms where it was alpha and beta tested. I enjoyed hearing about the folks in this video:

As an iPad teacher, I was amazed to see how easy syncing Android devices is with Google Play for Education. We watched 2nd graders setup 25 Nexus tablets in 3 minutes. And during the unconference times, I got more familiar with Ingress the game and learned how to customize my new Nexus 7 tablet.

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The best part of the whole experience was connecting with other passionate, tech-savvy educators. A small group of us visited several edtech companies the day before the GTA began. I was so excited to see my peers in person and learn more about everyone prior to the start of the academy.  After we all arrived, we had an amazing time traveling throughout the bay area together learning from some amazing folks at ImagineK12, Edpuzzle, Kodable, Goalbook, Remind, and ClassDojo. (I’ll save it for another post.)

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Throughout the short few days, we engaged in interesting conversations, supported one another, exchanged laughter, smiles, handshakes and hugs. I’d like to thank everyone who made it possible and all my fellow GTA MTV 2014 cohort members for sharing in the creation of wonderful memories and lifelong friends.  It was an unforgettable experience!

Permanent link to this article: http://mulloverthings.com/2014/08/98-google-teacher-academy-reflections-mountain-view-2014/

Jul 28

97. School-wide Video Announcements with iPads

Effective communication is vital in creating a cohesive school environment.  This is one area I saw a great opportunity for improvement at my school this past year.  School-wide announcements were occasional, random and delivered via an old PA system where voices usually sound muffled and scratchy.  I think some of the speakers are blown, have bad connections, or the orators speak with too much force into the microphone.  Whatever the case, many of the PA announcements are nothing more than incoherent ramblings heard throughout the school.

At the end of the 2013 school year, I suggested that our school have student-made video announcements that would air once a week.  I offered to teach such a class using the tools we had available: iPads.  Admin gave me the green light, and it turned out to have a huge impact on at my school.  Here are some videos where I talk about the class:


Which apps do I use?  (Click to view in iTunes)

Storage, Word Processing, Note Taking, Sharing – Google Drive, Docs and Sheets

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Photo/Video Transfer – PhotoWiFi or ImageTransfer

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Editing – Pinnacle Studio

Pinnacle Studio app

Reflection – EdPuzzle (not an iPad app, but a perfect tool for embedding feedback and reflection right into the videos)

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I’ll be sharing some group management and other tips in the posts to come.  Thanks for reading!

Permanent link to this article: http://mulloverthings.com/2014/07/97-school-wide-video-announcements-with-ipads/

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