Intent vs. Impact

Teaching seventh graders about communications means teaching about the intent of a message versus the impact of a message.  On my way to today's post, I was thinking about who was reading my postings, was I reaching beyond my school, was all of this online content a reflective sounding board to help clarify my thinking?  I happened to check my clustrmap icon and was surprised to see dots on countries outside the United States!  Clicking through, I discovered that in the last year (actually three months, but who's really counting?) my classroom moodle page had been visited by folks from India, Australia, and Cambodia, among others.  Talk about a pick-me-up!  Just knowing I was part of a global community of content posters motivated me to head straight to the blog and post.  To all those who visited the Cultures web page, thank you.

Recently, one of my students was tested by an outside evaluator to determine what his learning strengths and weaknesses were.  One of the recommendations was he might benefit from a laptop.  After sharing this information with his teachers, the head of our learning center stopped by to ask me what type of hardware would be most beneficial.  He had significant reservations about recommending a laptop for a seventh grade boy who seemed easily distracted by everything, and who, our learning center head theorized, "would be even more distracted by a network connection.  An AlphaSmart would be perfect."
While I'm sure my friends at Alphasmart (now Neo) would be thrilled at a sale, I thought I would ask the question to a wider audience.  What would you recommend for our 7th grader?

I am leaning towards a MacBook Air, 11", 64GB SSD.  I think the young student needs a physical keyboard.  That rules out any iOS device.  Yes, I know bluetooth keyboards can connect to iPads, but then there are two pieces of equipment of which to keep track.  The MBA is light, quick, and connects to any network easily.  Teaching the student how to use DropBox will help keep him organized.  If all school files are in his DropBox folder, it won't matter where the laptop is.  The files will always be accessible.  DropBox requires a network connection.  A techniques some of our teachers use for kids who require a bit more time we refer to as "front-loading."  Having a networked computer will enable teachers to e-mail the child material to be covered later in class.  Giving him paper copies will only add to his already dysfunctional binder.  There are plenty of pro arguments to the laptop, but there is a huge negative, too.
The kid is already way too distracted.  If he has full access to the internet, he will be even more distracted, right?  Not necessarily.  Our job as teachers is to help this young man make wise choices.  Helping him learn when to access information on the internet is part of that cycle.  Wise parenting at home, including working on his laptop in a public place, not taking the laptop into the bedroom, bringing the laptop to class every day, accessing assignments electronically, etc, all will help him stay organized and keep him on the road to success.  In short, the MacBook Air will have greater impact.

Any thoughts, gentle readers?

Helping Kids Fail

At back-to-school night this week, a respected teacher asked if any parents had read the NY Times article, "What if the Secret to Success is Failure?" For those who need a quick refresher, the gist of the article is about building character. Character or grit, as it is referred to in the article comes about through failure, through trying, becoming discouraged, exhausted, even exasperated, but also continuing to persevere. “The idea of building grit and building self-control is that you get that through failure,” [the Times explained.] “And in most highly academic environments in the United States, no one fails anything.” Returning home that night, I asked my sophomore daughter about learning by failure. She replied, "Dad, I can't fail. Teachers don't permit failure. They grade everything. If I fail a test, I have to work so hard to raise my grade that it is actually easier not to fail."

Long ago, I stopped "grading" homework. I teach kids that homework is practice. When I tell them this early in the year, a few students always ask me to tell all the teachers homework is practice. My students need coaching, too. They need to know how to improve in certain areas. I adopt a philosophy I have observed excellent physical education and art teachers practice. I give kids feedback on their homework quality, critiques their efforts, focus on individual differences. For example, one student may need to work on word choice, another student might practice writing with more figurative language. PE teachers never tell students they have to re-do an effort, they focus on one skill they think will benefit the student the most. Great art teachers don't critique student work so harshly the students loses all motivation. Instead, they suggest a more color here, a little more rubbing stick there.

The question, it seems to me isn't how we, as teachers help students learn to succeed, it is how we help them learn to fail. For it is through failure that the most learning occurs. In our high-stakes testing and emphasis on grades, how are we allowing kids to learn through failure?

Before kissing my daughter good night, we had a great discussion that I hope armed her for a discussion with her teachers about how she could fail, learn, and receive a high grade in their classes. In this season of parent conferences ask teachers how they provide for failure in their courses.

Google+

Finally getting around to Google + .  Have a few invites....if you don't have it, and want it....now is the time to contact me

Dale ready for the year

IMG_7015, a photo by dadnoa on Flickr.

This is a test post from Flickr to Blogger trying to navigate the Google World

Long Hiatus

Hard to believe the last post was so long ago.  Well, as my colleague Jay Hurvitz says, "if you don't have something pertinent to add to the discussion...."  There is a long list of summer accomplishments including a huge remodel, two brand new units (I love creating logos,) a new head of the middle school, being added to the board of trustees as an ex-officio member, but the reason I picked up my keyboard again is....drum roll please....Calendars work!

Thanks to the terrific elves at Catlin Gabel and Google, I can now see ALL of the important events on ONE, yep, just ONE Google calendar.  I just added Noa's soccer schedule.  Thanks to iCal feeds and the ability to import to Google calendar,   I have been trying to achieve this for over a year.  Thanks to all who made it possible.  As Hannibal says, "I love it when a plan comes together."

Waiting nearly 30 years for Becca

I've been teaching medieval life to young folks for nearly 30 years.  Although I have worked hard to overcome prejudice, a stubborn stereotype has remained.  Boys made swords, shields, and armor.  Not any more.  Enter Becca, a talented, creative seventh grade girl.  Becca, clearly marching to the beat of her own drummer, used a jigsaw, power saw, hand tools, and a block sander to create the sword pictured here.  She pretty much used found items in her house, took over her family's workbench and garage.  Her attention to detail, understanding of sword construction, and craftsmanship are awe-inspiring.  Today, she taught her class about swords design, sword type, and how her sword fit into the project she was teaching.  She spoke confidently and with authority on swords.  It goes without saying she made her point.  OK, I guess one might say she cut the "girls don't make swords" stereotype down.  Here are a couple of pics.

Going paperless=1329 emails

While contemplating curriculum in Israel last year, I began looking at how students were working and studying.  I decided to offer an electronic option during my annual foray into things medieval.  Students could email me assignments, I would comment on them, return them, and count them the same as if the assignment had been printed out and handed in.  I thought a few kids would take advantage of this pilot.  What began as a trickle on January 18th, was a full blown flood by March 2.  Kids learned how to take screenshots of websites (quiz results), turn on and use document reviewing in Word (and Pages and OpenOffice!), and attach both text and graphic files in email.  By the end of the project, I was looking at around 75 emails a day from a class of 62 students.  When the project finally ended, I checked my project folder to find 1329 emails.  As a class, students had saved over 2 reams of paper!  Early on I was uncomfortable commenting electronically on kids' assignments.  I developed a few techniques that enabled me to feel quite comfortable with the whole process.  Outlook's attachment preview feature allowed me to view documents to decide if I needed to edit them.  This was a great timesaver.  Instead of attaching new comments every time, I found I could edit by just typing in the assignment itself, again saving time, and making it easier for both students and me to see the changes.

I found I needed to adjust my email workflow, too.  Usually, I check email roughly every few hours.  During the medieval project, I needed to check far more frequently.  Students began sending assignments right after school and continued through the evening.  While I might be caught up before dinner, another 25+ emails would often arrive while I was eating.  Most nights, I would not reply to any email after 2130, but emails continued well into the night, often being sent after midnight.  Yes, I learned a lot about my students' work habits!  Nothing like real-time research to teach me a thing or too about seventh grade sleep patterns.

So what did I learn from all of this?  What needs thought prior to next year?  Previously, my librarian had set up a reserve cart with approximately 100 books for kids to use during class research time.  This year, the cart was set up, but we kept it in the library instead of my classroom.  We used 4 books on a regular basis.  All other research was done online.  I found I could easily read/edit/correct assignments online.  Kids had no problems emailing them to me.  By the end of the project, some kids were bringing laptops, taking notes in class and sending them to me BEFORE class had ended!  Other kids were taking notes, editing assignments, and researching topics using their personal iPads.  Now, the medieval unit is document intensive.  I needed to access documents from wherever I was answering email.  Dropbox made it all possible.  Whether on the iPad, laptop, desktop, or friend's computer, Dropbox gave me access to all my medieval files.  Next year, I hope more kids choose the paperless route.

This year's medieval project by the numbers.....53 days, 62 students, 1329 emails, 3038 assignments turned in, 12 hours to assess projects and write comments.  Whew!  Time to get ready for the test.