Not Everything Is An Assignment

How can we effectively, practically and authentically embed technology within our curricular areas? First things first - I think we need to do WAY more than incorporate tech. We need to revolutionize schools. Before you read any further - you should read this article: Different Definitions of Personalized Learning Conflict, Cause Confusion It's like everything we've all been discussing in smaller groups but condensed and gets us all up to speed on what's ACTUALLY happening in the world. What resonated with me? 1. " Pane is the lead author of one of the few empirical studies to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we’ll talk about later on). " -We are NOT the first ones to feel and think this way as educators. We are not alone. We need to remember to look outside of our little town for guidance. - It's different, new, but NOT pe

Are you a hand-holder? Do you clasp or interlace fingers? Steve, Eric and I had a great talk yesterday (we missed you Gunner...) and at one point Steve mentioned something about "letting go" as a teacher, that we do too much "hand-holding" with students. He's right. I'm horribly guilty of it, and it's one thing I'm trying to be conscious of on this journey. Sometimes this means giving students choice. I'm good at this. Other times, this mean letting them figure it out however they want. I'm NOT always good at this. Cora and I met briefly yesterday to talk through an activity we planned for our biology students where they evaluate the cost and benefit of different prey species for lions. The worksheet is meant to be very NGSS "phenomenon" (read:inquiry) based and it is pretty great. But the worksheet set up a table for them to fill out based on all these math calculations. We learned two things: 1. TRUST them. 2. TRY. After

Ho.ly. Moly. I have not been this pushed, this motivated, this inspired in a LONG time. I wrote in an earlier blog about my lack of creativity and since the moment I hit the Publish button, my own muses have appeared. John, the Falconer, reminded me why I wanted to me in a classroom. Gunner told me that creators are nothing without the doers. Our admin team said YES! GO! Learn, and come back! So here we are in sunny San Diego attending our first NABT (National Association of Biology Teachers) Conference. What started out as Cora and I's idea of a relaxing but educational break from reality has slammed me with purpose. With this technology cadre in mind, I chose to go to workshops with titles like, "Lab In A Box", "Virtual Reality and Gamification", browsed all the amazing new technology, got my free preserved specimen and enjoyed a chocolate peanut butter cupcake as I found a front row seat to watch a feature film documentary produced by HHMI, " The

Question: What fundamental principle is the Internet built on and how has this generation used it to it’s advantage? I am a Star Trek nerd. So is my husband. I blame my father. While reviewing    Living and Learning with New Media Report , particularly the section titled, "Hanging Out", all I could think about was the Borg's philosophy of "Resistance is futile". It seems the older generations are so against technology they make the, perhaps unconscious, decision to fear or doubt it. It isn't difficult to recognize this as fear of the unknown. Parents and teachers want to say the internet is bad, and kids are sneaky. But the truth is, everything is in balance. Do bad things happen on the internet? Sure. But just because the nature of relationships is changing to one that is based in technology doesn't mean they are bad. Just different.  You can have your doubts, but do the research. This "white paper" (a foreign phrase to me used by this so

I am not creative. I'm not. At best, I'm extra. I don't come up with original ideas. But I am the queen of building on those that already exist. Darrell is the creative one. He gives me a beautiful base. Then I get to tease and erase and edit the fine details. I'm a talented artist. But I can only imitate what others have already created. Like a forger. Steve and Gunner pulled me into this group. I love it. I love growing and dreaming and trying. Steve wants to be inspired. But I'm afraid he thinks I'm the originator of ideas, when I'm a much better muse. Let someone else spout their dreams and I help make them tangible. I'm a cheerleader. Steve kept asking me for my input. He's an excellent moderator. Maybe the best I've ever worked with. I don't think I was ready. Gunner and Tyler were stuck. They are truly creative. New ideas. They don't want to be boxed in or overwhelmed. The awesome experiences I've put together in my c

"It's risky," said experience. "It's pointless," said reason. "Give it a try," whispered the heart. I'm tired today. It's exhausting pushing the envelope. The details don't really matter to me. But they do. But I can run with a plan. If Finland can...why can't we. We are trusting them to take ownership. I trust them. I've done it before. And I know they will produce... something. I hope they are proud. I hope they appreciate it. Why are we doing it? Social experiment? Because we can.. Because we have been given freedom to try. They have opened the floodgates. Those of us willing and ready to grow, will. Some may be left behind. But we want to be the example of vulnerability, of fearlessness,  How do we measure success? Fear, failure, success. Stop measuring. Just be. Just do. Reflect. Measure against yourself. Are you proud? Can you live with yourself? That is why. So I can be proud. So I can feel like I did

Why do I do this? I was reminded yesterday how I got here. I used to live the dream. Quite literally almost every young child's one time dream of being a zookeeper. Harnessing the wild with my hands. Educating the masses through the Wow Factor of being up close and personal with nature. The Falconer reminded me of how much I love the Wow Factor. I love kids murmuring about urohydrosis (Gross!), having strong reactions to the circle of life (It just ripped it's head off and ate it!), and experiencing stuff they never expected (I thought that was a fake bird!). And for a second, I missed it. Then I thought about it. John the Falconer asked me how I ended up teaching. My answer: I want more than five minutes. I want to have the Wow Factor and then do something. I want to start composting. I want to build bird boxes. I want to help John realize his dreams of opening a bird center so I can help and then share it with kids, get them volunteering, and Wow them with ACTION. Y