With Microsoft trying out "Be What's Next," I thought it a good time to look back at a truly successful slogan which has become ubiquitous in today's vocabulary. In 20 years, will we say to one another, "Be what's next?" Sounds strange right now, but time will tell. Today I spent time with two people who influence my life on a daily basis. Both have Nike connections which explains the title of today's post. John is quite possibly the most focused individual I know. After our one hour meeting, I realized how much work I have to complete prior to the start of the next school year. Yes, I know the units I will be teaching, but I haven't tried nearly hard enough to infuse my Israel experience into them. Time to revisit Prezi, Animoto, and Wallwisher. In many ways, John is my Livestrong bracelet personified. Wearing the bracelet is easy, living the bracelet requires strength, discipline, and focus.
After meeting with John, I had lunch with my 87 year old friend Henry. Henry works out for sixty minutes a day....two sessions of 30 minutes each. That should be enough motivation. An 87 year old is working out an hour a day. What are you waiting for? Two thirty minute workouts a day. Just do it.....or you won't make it to "be what's next."
Tuesday, July 27, 2010
Sunday, July 18, 2010
Summer Projects
Since posting what one is up to seems to be par for the blogger course, here goes. Three major projects this summer in addition to the usual curriculum work, tech integration testing, hardware/software updating, etc. My fabulous IT department tolerates my updating my classroom hardware and software. The exercise helps me gain the skills I will need during the upcoming year to troubleshoot recalcitrant hardware. I have long maintained that I am really not a genius when it comes to fixing problems, I just have a good memory and through sheer repetition have the necessary skills to appear far cleverer than I really am.
Last weekend, I participated in the 2010 Summer Teacher Institute presented by Oregon Humanities. This year we studied "The Way We Work: History Lessons for a New Economy. The three day seminar was both engaging and challenging. Right now, I'm working on a paper for Larry Lipin at Pacific University. I am comparing the lives of working women in Israel to the lives of women/factory workers in the US. This type of project helps me better understand what my 7th graders experience when they begin a project I shepherd them through. It feels good to exercise the brain.
Dad turns 80 this year, so there is a project involved. Since I think he reads this blog, I can't say anything more except that I am using a very old slide scanner and am learning VueScan software. The program works as advertised and has made life easier. See you in August, Dad.
Best procrastination for both of these projects is yardwork. Hedges need trimming, there are unending weeds to pull or spray, plants, trees, and shrubs require pruning, etc. It feels good to exercise the body.....and yardwork makes Pam happy. A win-win for me!
Last weekend, I participated in the 2010 Summer Teacher Institute presented by Oregon Humanities. This year we studied "The Way We Work: History Lessons for a New Economy. The three day seminar was both engaging and challenging. Right now, I'm working on a paper for Larry Lipin at Pacific University. I am comparing the lives of working women in Israel to the lives of women/factory workers in the US. This type of project helps me better understand what my 7th graders experience when they begin a project I shepherd them through. It feels good to exercise the brain.
Dad turns 80 this year, so there is a project involved. Since I think he reads this blog, I can't say anything more except that I am using a very old slide scanner and am learning VueScan software. The program works as advertised and has made life easier. See you in August, Dad.
Best procrastination for both of these projects is yardwork. Hedges need trimming, there are unending weeds to pull or spray, plants, trees, and shrubs require pruning, etc. It feels good to exercise the body.....and yardwork makes Pam happy. A win-win for me!
Summer Projects
Since posting what one is up to seems to be par for the blogger course, here goes. Three major projects this summer in addition to the usual curriculum work, tech integration testing, hardware/software updating, etc. My fabulous IT department tolerates my updating my classroom hardware and software. The exercise helps me gain the skills I will need during the upcoming year to troubleshoot recalcitrant hardware. I have long maintained that I am really not a genius when it comes to fixing problems, I just have a good memory and through sheer repetition have the necessary skills to appear far cleverer than I really am.
Last weekend, I participated in the 2010 Summer Teacher Institute presented by Oregon Humanities. This year we studied "The Way We Work: History Lessons for a New Economy. The three day seminar was both engaging and challenging. Right now, I'm working on a paper for Larry Lipin at Pacific University. I am comparing the lives of working women in Israel to the lives of women/factory workers in the US. This type of project helps me better understand what my 7th graders experience when they begin a project I shepherd them through. It feels good to exercise the brain.
Dad turns 80 this year, so there is a project involved. Since I think he reads this blog, I can't say anything more except that I am using a very old slide scanner and am learning VueScan software. The program works as advertised and has made life easier. See you in August, Dad.
Best procrastination for both of these projects is yardwork. Hedges need trimming, there are unending weeds to pull or spray, plants, trees, and shrubs require pruning, etc. It feels good to exercise the body.....and yardwork makes Pam happy. A win-win for me!
Last weekend, I participated in the 2010 Summer Teacher Institute presented by Oregon Humanities. This year we studied "The Way We Work: History Lessons for a New Economy. The three day seminar was both engaging and challenging. Right now, I'm working on a paper for Larry Lipin at Pacific University. I am comparing the lives of working women in Israel to the lives of women/factory workers in the US. This type of project helps me better understand what my 7th graders experience when they begin a project I shepherd them through. It feels good to exercise the brain.
Dad turns 80 this year, so there is a project involved. Since I think he reads this blog, I can't say anything more except that I am using a very old slide scanner and am learning VueScan software. The program works as advertised and has made life easier. See you in August, Dad.
Best procrastination for both of these projects is yardwork. Hedges need trimming, there are unending weeds to pull or spray, plants, trees, and shrubs require pruning, etc. It feels good to exercise the body.....and yardwork makes Pam happy. A win-win for me!
Wednesday, July 7, 2010
Recharging and reflecting
The most common question I am asked as a teacher during the summer months is, "Are you enjoying time off from work?" Huh? Time off? Summer is when I recharge my batteries by NOT teaching, but it is certainly not time off. There is a mountain of professional reading to be digested, curriculum to be evaluated and changed, and thinking to be done. None of this is possible during the school year. If I am lucky, I can decipher the notes I make during a unit about how to improve it. Students also provide feedback about both units and teaching style. This year, for example, my students wrote that I was overly sarcastic in class. Upon reflection, this was probably true. I was so focused on my Fulbright Israel experience that I probably wasn't as relaxed and caring as in past years. We'll see how evaluations come in next year. I'll work on the sarcasm.....seriously. Right now, I am working on retooling two units, the beginning of the year oral history unit, and the Geography & The Human Experience unit. While reworking the oral history unit, I read an interesting piece in the THE Journal. It seems the folks at tomorrow.org conduct annual surveys. This past year future teachers were surveyed and the results were not exactly encouraging (okay, that was sarcasm.) Most future teachers are learning to use the technology tools their professors and mentor teachers use. They are not being encouraged to develop uses for cutting edge tools such as mobile devices, games, etc. which an increasing number of students have access to. Geoffrey Fletcher, the THE editor who wrote the article asked readers "what teacher education program prepared [me] for teaching? When was the last time I provided the program feedback?
Lewis and Clark College in Portland Oregon prepared me for teaching. Back in the mid-70's, computers were limited to Fortran cards, and slides set to music was considered cutting edge technology. Bernie Wolff, the first of many fine mentors I would have in my early years of teaching encouraged us to be creative teachers who never stopped finding new ways to reach students, differentiate our instruction, collect and analyze data about students and ourselves, and stay current with brain research, teaching literature, and technology. I began creating musical slide shows of children's books. My current school continues to work with Lewis and Clark interns. They continue to be superbly prepared and continue to inject new, creative thinking into our school.
Enough for now, back to re-tooling. Trying to figure out how quickly my 7th graders can learn and produce quality work with Animoto....
Lewis and Clark College in Portland Oregon prepared me for teaching. Back in the mid-70's, computers were limited to Fortran cards, and slides set to music was considered cutting edge technology. Bernie Wolff, the first of many fine mentors I would have in my early years of teaching encouraged us to be creative teachers who never stopped finding new ways to reach students, differentiate our instruction, collect and analyze data about students and ourselves, and stay current with brain research, teaching literature, and technology. I began creating musical slide shows of children's books. My current school continues to work with Lewis and Clark interns. They continue to be superbly prepared and continue to inject new, creative thinking into our school.
Enough for now, back to re-tooling. Trying to figure out how quickly my 7th graders can learn and produce quality work with Animoto....
Friday, June 25, 2010
iPad is the new tool in the toolbox--maybe
Like so many other educators around the world, this summer I am exploring the iPad. Sure, it is cool looking, it is lightweight, the screen is lovely, etc. But, how do I incorporate it into teaching kids? Or, as Charlie Johnson, Sunset High librarian and I used to say to each other, "is it 'mo' better?'" I agree with David Warlick (2¢(I love doing that on a Mac!) Worth) that it irks me that I have to buy Apps from the iTunes store in order to try them out. I don't mind paying for software if it meets my needs, but I don't feel I should have to support developers who are creating products I won't use once I have seen how poorly created they are. Richard Kassissieh writes that iTunes App developers earn an average of $682/year. I admit that is not exactly living wage territory, but I digress. This is about the iPad.
I have observed my wife using the iPad for around 2 months. She uses it for writing, playing Scrabble™, checking e-mail, reading books, magazines, and creating her own electronic cookbook. I have no idea what we are going to do with all the extra space in the kitchen once we no longer need to consult cookbooks! In short, she uses it all the time. I would probably use it similarly, but I am trying to figure out how to use it in my teaching.
My classroom already has desktops, notebooks, netbooks, iPods, cameras, camcorders, etc. Students have free access to all of these tools in their daily work. What would the iPad add? I can see individual students bringing iPads to class to take notes, organize work, etc. To that end, I need to know how to help them with their own tools. But, a class set?
I think right now I see the iPad as an individual tool that I and others may choose to use. I am still exploring how to use this exciting new (lightweight) tool to further individual learning. I know I am not alone on this path. The exploration is fun!
I have observed my wife using the iPad for around 2 months. She uses it for writing, playing Scrabble™, checking e-mail, reading books, magazines, and creating her own electronic cookbook. I have no idea what we are going to do with all the extra space in the kitchen once we no longer need to consult cookbooks! In short, she uses it all the time. I would probably use it similarly, but I am trying to figure out how to use it in my teaching.
My classroom already has desktops, notebooks, netbooks, iPods, cameras, camcorders, etc. Students have free access to all of these tools in their daily work. What would the iPad add? I can see individual students bringing iPads to class to take notes, organize work, etc. To that end, I need to know how to help them with their own tools. But, a class set?
I think right now I see the iPad as an individual tool that I and others may choose to use. I am still exploring how to use this exciting new (lightweight) tool to further individual learning. I know I am not alone on this path. The exploration is fun!
Monday, June 14, 2010
Pausing a moment
Clearly blogging during the last month of school is difficult. Projects need grading, reports writing, class trips require planning, and the family requires time. This year, Noa completed eighth grade which meant Pam and I experienced the whirlwind of "graduation." Neither of us is ready for what will happen in four years. There is so much to write about, I hardly know where to begin. Fate, kindly, intervened today.
Ted Knauss passed away on June 9th. There are only a handful of people who knew AND appreciated Ted. I am lucky to count myself among them. Ted was an intensely private person who enjoyed the intellectual challenge of running a school, good food, and baseball; not necessarily in that order. I first met Ted when he interviewed me for a 7th grade position at Cedar Park Intermediate School in Beaverton. Since I knew nothing about teaching 7th graders, and less about baseball, Ted must have seen something else in me that made him want to risk hiring me. I must have done something correct that first year in Beaverton because on the last day of school with ten minutes remaining in last period, he showed up at the door to my classroom.
"Paul, could I speak with you a minute?" Fortunately, I had already begun practicing a classroom management style which encouraged students to work so independently that it mattered not if I were in the room. I stepped outside. Ted, with an enigmatic smile asked, "Would you like to house sit for me?" I replied that I couldn't answer because I didn't know if I would be working at Cedar Park the following year. Ted replied, "You are not listening to me." Finally, it dawned on me that this was his way of telling me I had a job. Ted was like that. He had a sensitive side that few saw and even fewer knew to treasure.
Ted was at his most excited when one of his teachers wanted to try something out of the ordinary. In Ted's years at Cedar Park, we took kids to Ashland, Mt. St Helens, the Columbia River Gorge, and Mt. Hood Meadows. We held food festivals, mock trials, held kids to high standards, and ourselves to even higher ones. Cedar Park was one of the first schools in the country to be recognized by the US Department of Education as outstanding. Those of us who worked at Cedar that year would never forget that designation.
After he left Beaverton, we heard from Ted now and then. He would send a postcard from a baseball city somewhere. Those he hired continued to work in education. We became administrators, superintendents, coaches, counselors, and some remained excellent classroom teachers. Each of us knew Ted would be proud of what we were accomplishing.
Ted's passions were good food and baseball. He enjoyed getting people together to try different foods. New recipes were always welcome. If they contained lots of garlic, even better. Ted's baseball knowledge was second to none. He understood the game, knew the players, and could think of no finer way to spend three hours than eating hot dogs while watching a game.
In typical Ted fashion, even his passing was low-key. There will be no service, no cause for donations, etc. Some of us will make donations in Ted's honor, but, it will be because we choose to donate, not because the charity was a favorite of Ted's. That was Ted's way. He wanted us to find our own path and passion and follow them. So, in Ted's honor, my family tried a new spicy dish tonight, others went out an ate a hot dog.
Ted would not want anybody to say as much about him as I have here. Ted, consider this a background. Friends will now understand why I am a bit sadder today. I know you are following Stephen Strasburg and enjoying the amazing hot dogs at Nationals Stadium.
Ted Knauss passed away on June 9th. There are only a handful of people who knew AND appreciated Ted. I am lucky to count myself among them. Ted was an intensely private person who enjoyed the intellectual challenge of running a school, good food, and baseball; not necessarily in that order. I first met Ted when he interviewed me for a 7th grade position at Cedar Park Intermediate School in Beaverton. Since I knew nothing about teaching 7th graders, and less about baseball, Ted must have seen something else in me that made him want to risk hiring me. I must have done something correct that first year in Beaverton because on the last day of school with ten minutes remaining in last period, he showed up at the door to my classroom.
"Paul, could I speak with you a minute?" Fortunately, I had already begun practicing a classroom management style which encouraged students to work so independently that it mattered not if I were in the room. I stepped outside. Ted, with an enigmatic smile asked, "Would you like to house sit for me?" I replied that I couldn't answer because I didn't know if I would be working at Cedar Park the following year. Ted replied, "You are not listening to me." Finally, it dawned on me that this was his way of telling me I had a job. Ted was like that. He had a sensitive side that few saw and even fewer knew to treasure.
Ted was at his most excited when one of his teachers wanted to try something out of the ordinary. In Ted's years at Cedar Park, we took kids to Ashland, Mt. St Helens, the Columbia River Gorge, and Mt. Hood Meadows. We held food festivals, mock trials, held kids to high standards, and ourselves to even higher ones. Cedar Park was one of the first schools in the country to be recognized by the US Department of Education as outstanding. Those of us who worked at Cedar that year would never forget that designation.
After he left Beaverton, we heard from Ted now and then. He would send a postcard from a baseball city somewhere. Those he hired continued to work in education. We became administrators, superintendents, coaches, counselors, and some remained excellent classroom teachers. Each of us knew Ted would be proud of what we were accomplishing.
Ted's passions were good food and baseball. He enjoyed getting people together to try different foods. New recipes were always welcome. If they contained lots of garlic, even better. Ted's baseball knowledge was second to none. He understood the game, knew the players, and could think of no finer way to spend three hours than eating hot dogs while watching a game.
In typical Ted fashion, even his passing was low-key. There will be no service, no cause for donations, etc. Some of us will make donations in Ted's honor, but, it will be because we choose to donate, not because the charity was a favorite of Ted's. That was Ted's way. He wanted us to find our own path and passion and follow them. So, in Ted's honor, my family tried a new spicy dish tonight, others went out an ate a hot dog.
Ted would not want anybody to say as much about him as I have here. Ted, consider this a background. Friends will now understand why I am a bit sadder today. I know you are following Stephen Strasburg and enjoying the amazing hot dogs at Nationals Stadium.
Saturday, May 22, 2010
Classroom iPad thoughts
My wife has an iPad. She loves it. She reads the New York Times in the morning, has a spiffy Starbuck's app that allows her to purchase coffee at participating Starbucks (they have to have the correct scanning tool,) listens to podcasts, and reads in bed in the evening. My school IT department has an iPad. I was asked what I would do with it in class. I thought it might aid students in learning about Geography during the first unit of the year. So, I tried to replicate what we had done this past fall. I used Safari to research volcanic activity in Iceland (there was no shortage of information!) Then I found a picture I wanted. I copied (trying to think intuitively here) it. Next I opened Keynote and began a new presentation. But, I could not paste the image. Didn't matter what trick I tried or how many fingers I placed on the iPad or how long I held them there. No pasting. Somewhat frustrated, my family decided it was time to walk to frozen yogurt. On the way, we passed a Mac Store. Stopping in, I explained my problem. The helpful salesperson suggested that maybe I should save the photo, then insert it from the photo library. This worked! But, the entire experience was so cumbersome, it would require too much work on the part of students preparing presentations. Then I remembered what bloggers around the world have been saying, "iPad is for consuming content, not creating it."
While mulling over that thought, my wife came in to share some new apps she had found for her iPad. One was an interactive Alice in Wonderland App. Objects in the story moved! This reminded me of all that spiffy new CD-ROM technology of the late 1980's. I half expected her to show me a Hypercard app! Now, that would be cool! What's next? IPad laser discs? So, I am back at the electronic canvas again. How can I integrate iPads to increase student learning? What content do I want students to consume that an iPad is best suited for? C'mon web readers.....post those comments here. If you don't have an iPad, but have an idea, post it. I'll test it for you and blog the results.
While mulling over that thought, my wife came in to share some new apps she had found for her iPad. One was an interactive Alice in Wonderland App. Objects in the story moved! This reminded me of all that spiffy new CD-ROM technology of the late 1980's. I half expected her to show me a Hypercard app! Now, that would be cool! What's next? IPad laser discs? So, I am back at the electronic canvas again. How can I integrate iPads to increase student learning? What content do I want students to consume that an iPad is best suited for? C'mon web readers.....post those comments here. If you don't have an iPad, but have an idea, post it. I'll test it for you and blog the results.
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