Let me explain.

Tools.  Whether it be a hammer, wrench, or screwdriver, people who know me usually run the other way when they see that I have tools in my hand.  Perhaps I could give you a visual.  Ok, try this:  imagine blind folding yourself, spinning around a couple dozen times and then trying to hammer a nail…with your non-dominant hand.  This would give you but a glimpse of the show you would get when there are tools in my hand. 

Really, it’s no problem, it is what it is. However, this summer I have purchased a business that has required me to solve a variety of problems using lots of tools, and NOT Web2.0 tools either.  Luckily I have been working alone so no one has been forced to run the other way.

What I have come to discover (about myself) is that there are a couple of key elements or common characteristics that I have relied upon to manage my awkward time of problem solving this summer. 

1. Patience
2. Desire
3. Perserverance 

Patience
Oh, there were times when it was lost but it was after I had a clear head that I was able to discover a solution.

Desire
It was ultimately my choice to purchase this business and because of that I desperately wanted to solve these problems.

Perserverance
Albert Einstein’s famous quote could be heard from me, usually through clenched teeth, “if you keep trying the same thing you will keep getting the same results John…”  When I found myself in a jam and those tools were in my hand I kept trying different solutions over and over again, sometimes for hours, until the problem was solved.

These have literally been the pillars of support that I have relied upon daily, and they have effectively become a habit for me.  I can hear Angela Maiers now adding that  attitude probably played a key role here as well, and I too would agree. 

As the school year is quickly gearing up and my time using tools in shadeless fields is coming to a seasonal end I am asking myself, “How can I can bring these lessons into my classroom?”  As we design our Class Vision this year I would certainly like to encompass these habits of mind starting on day one and have them become a common and daily language, habit, and attitude for all of us.

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One of the bulleted items on this summer’s bucket list is to take the kids fishing and who better to lead us on our little adventure than someone whose love, knowledge and passion for fishing is literally contagious.  Perhaps he was inspired by his father, but Uncle Rich’s natural energy, rich knowledge, and love for the sport made it easy to get enthralled in his words of wisdom as he lead my children and I to the edge of a local pond.

As we got out of the van, grabbed our fishing gear, and walked through the tall uncut grass toward the seclusive water’s edge, Uncle Rich’s tone in his voice changed and he seemed to take on an elevated sense of excitement.   My two kids were glued to his every word.  He quickly setup the poles and baited the hook with Golden Shiners and within 60 seconds the fish were hitting our line.  I was completely immersed in the moment and couldn’t believe just how much fun I was having.

Watching Uncle Rich was like watching an artist at work.  He knew the language, knew how to move from bait to hook to bobber with finesse, and seemed to glide over the landscape as he was teaching Gavin how to cast and what to watch for.  It was without a doubt a well orchestrated event that was indeed an honor to be a part of; my children’s first fishing experience.

Learning from passionate people makes for an unforgettable experience.  My kids will never forget their time on the banks of that old bass filled pond.  Ultimately, our lives will be filled with experiences and wouldn’t it be wonderful if they were all lead by those as passionate as my Uncle Rich.  Learning does not have to take place in a classroom and it certainly does not have to take place from answering questions on a worksheet.  Sometimes learning takes place where you least expect it ~ at the edge of a pond.

Here’s a Flickr Set of more photos and videos.

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“Our children will be solving problems that don’t yet exist using technologies that have yet to be invented.”

As the students enter the class each day we spend some time talking about current events and what is happening either locally or globally. The hot topic as of late is of course the relentless oil leak polluting the waters and coastlines at an unbelievable rate.

So, I was able to pull up a UStreamTV live feed and some diagrams illustrating the problem on our Smartboard and they were immediately talking about ways to solve this problem. I gave them some more talk time to brainstorm possible solutions and here is one idea I thought was pretty interesting.

“Hey Mr. Howell, couldn’t we design an angioplasty device and have the robotic sub send the tiny line way down  into the pipe and then inflate a little balloon at the end that may plug the hole?”

Wow! It certainly sounds logical to me. They have taken a known device and considered redesigning it to fit a bigger hole to possibly solve a problem. Here are fifth graders coming up with solutions to a problem that didn’t exist 53 days ago using technologies that have yet to be invented.

I am confident that our future is in good hands.

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Sure, we have all seen Sir Ken Robinson, Elizabeth Gilbert or maybe even Benjamin Zander, but have you seen Raul Midon’s musical performance “All the Answers?”  Oh, it’s good.

After listening to this song I am wondering if Raul has read what some have said about Google or if he’s heard Louis CK’s interview on Conan?

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To navigate the Prezi click on the arrow at the bottom of the viewing screen. Then choose “more” which will allow you to view in “full screen.” Move your mouse cursor to the bottom of the page and an arrow will appear allowing you to advance the slides. Enjoy.

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I am teaching a unit called East Meets West and I am starting out with good ole Christopher Columbus. Initially, I want the students to imagine what life must have been like during those first 72 days of westward travel. I want the students to have an emotional experience, at some level, that will elicit a deeper appreciation for Christopher’s first adventure. This is no small task for any teacher BUT I am here to say that Google Earth is a tool that if used correctly, can do this for students.

Picture this:

Scene 1
The class lights turned off, students huddled on the floor in front of the well lit Smartboard, and Planet Earth illuminated as big as life on the screen.

Scene 2
Teacher talking in a whisper like voice looking directly into the eyes of students using subtle hand gestures and telling a story in an overly dramatic way.

Scene 3
Students get goosebumps and they can’t wait to learn more.

It’s possible ~ really!

“Tricks” I’ve learned to create a dramatic presentation that elicits a deep emotional response.

• The only feature I have checked in the sidebar is the “Boarder View” so students can clearly identify countries. Depending on the presentation the pictures and wiki articles that are embedded throughout may be more of a distraction initially.
• Then I get rid of the sidebar view completely. I want the screen to have as few distractions as possible during the presentation.
• I use the “Ruler” function and click on “path” so I can stop my line at strategic points that gives me an opportunity to embellish the presentation and to ask questions along the way.
• I wait to zoom in so students have a “global” view of the story.
• Only in the end do I zoom in as close as possible for the ultimate WOW effect.

All of the above mentioned bullet points are done prior to the students seeing the screen. Think drama! If I have 5-10 minutes of an attention span to work with I don’t want to waste 1 minute clicking and setting up the screen. I am really trying to get the WOW effect from the beginning to the very end.

Question:  “Can students use Google Earth as a presentation tool to tell a story in a dramatic way?”

Answer:  Oh, I am pretty sure they could handle it!

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Reasons Why Using a Glog is an Awesome Idea

• Extends their learning and interests by identifying and linking to a variety of other sources online
• Chance to share their creative spirit online with the embeddable feature that Glogster provides.
• Talk more with each other about the books they are reading.
• More accountability
• Using a Glog is just plain fun!

If you are interested in creating a Glog with your students here is an extensive list of Frequently Asked Questions that will go over much of what you’ll need to know to get started.

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Space—whether physical or virtual—can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of  silence and disconnectedness.

The idea of designing a learning space is in my circle of influence and something that I have been working on during the course of this school year.  In the video clip below I am going through and highlighting some of the work we have done at our school in an effort to create a place to bring people together.  It has been a huge collaborative effort in order to get this far with our Learning Lab and there is still much work to be done.

My principal, Kent Maslin, has been an unyielding support to the teachers at our school and I had a chance to catch up with him and capture some of his thoughts on THE Learning Lab.

The inspiration for this idea came to me after reading David Jakes’ blog post titled Me? Obsessed? where he considered the question “What are the dimensions of a learning space?” However, it was the last part of his post that actually got me out of my chair, into my car, and into school to start a conversation with Kent to get this Learning Space going.

David writes:

Yeah, we will always have classrooms. I get it. But I would encourage you to think bigger, think beyond that typical space to take advantage of every opportunity for learning, and that includes a consideration of how space can impact learning, and what kinds of learning can take place in those spaces. I think that consideration is something that we dismiss too easily, it’s too much of an assumption that we don’t seriously reflect upon.

THE Learning Lab is a long range experiment and we at Tioga Hills are thinking bigger.  I am excited to bring you updates on this process so stay tuned!

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Here is a brief overview of what our Digitized Writing Workshop looks like.

First

We are working on writing Personal Narratives and many of my first mini-lessons have been focused on Strategies for Generating Personal Narratives.  During the first 5-15 minutes of class I have the students huddled around the screen as I take notes on Our Wiki and model a particular strategy for the students.

Then

I will usually give the students some think time to get a few ideas on how they could use the particular strategy I have just modeled.  They will then turn to their writing partners and have a conversation.  We usually go around and give several students an opportunity to share their ideas with the whole group.

Next

I will ask the students to log on to the computers and sit next to their writing partners.  I then direct them to open up their Microsoft Word document and Our Wiki so they can have the tabs open and an example to refer to if needed.  During this time, the students are composing their personal narratives just as they would if they were using a Writer’s Notebook.

That is it for the moment ~ no blog, no digital collaboration through a wiki BUT this model is a scaffolding step in that direction.

While the students are composing their personal narratives I am circulating about the room taking a knee and having one on one conferences with students.  I can easily scan the room and see 15 computers at any one time to see if students are having any technical difficulties or struggling with the days work.  I am about 2 weeks into this model of a Digitized Writing Workshop and there are indeed pro’s and con’s.

Con’s

• slow typing skills can get in the way of fluent writing
• organizing Microsoft Word files
• managing technical problems
• sending and receiving documents through Blackboard

Pro’s

• EVERY student loves Writing Workshop (based on the number of “yeah’s” shouted out when I mention that it’s time to go the computer lab)
• I can track writing data with Microsoft Word
• practice authentic computer skills daily
• students can send and receive documents through Blackboard
• I can insert comments into all Microsoft Word documents that can be considered and then deleted by students

The reality of this framework is such that not only am I trying to help children become better writers but they are also learning a technical skill set.  My ultimate goal is to help them improve their writing but to get there I must also help them attain a certain level of technical proficiency at the same time.  It’s messy at first but within a couple class periods the students are comfortable enough to manage a 30-40 minute writing experience with little to no technical difficulties.

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