Learning as a Way of Teaching

Inclusioncast #3

This is the third episode of Inclusioncast.  I called it “Keeping the Plates Spinning.”  It seems to me that a lot of Special Education is an elaborate juggling act.  What do you think?

I declare a ban on stupid rules. 

As a first-year teacher, I struggled over which rules to adopt.  I knew that it would ruin my whole school year if I had too few or too many rules.  They had to be fair and enforceable.  Classroom Management gurus say that there is a difference between rules and procedures.  I had to make sure I was not punishing students for not following a procedure, and I had to punish students for not following the rules.  Above all else, I knew that my rules HAD to make sense to my students in order for them to adopt them as their own. 

I recall a teacher who used to take 10 points off an assignment if it was turned the wrong way in the tray.  Stupid. 

A collegue used to give detentions for kids who forgot to bring pencils to class.  I decided to confront said teacher and the conversation went a little like this:

Teacher: “These kids have to learn to come to class prepared.”

Me: “So, giving them a detention for not bringing a pencil to class is going to help them learn what?”

Teacher: “To be prepared.  They know that they are going to take notes in my class, so they should remember to bring something to write with.”

Me: “Do you ever ask the cashier at the grocery store if your could borrow a pen?”

Teacher: ” Sometimes.”

Me: “Did you not think you were going to write a check when you went in?  Did you think they were going to just let you walk out with a cart full of groceries”

Teacher: “That’s not the same thing.”

Me: (thinking to myself) Stupid.

Rules are necessary, but only good rules are necessary.  So, let’s get rid of stupid rules in our classrooms.

What rules do you see being enforced in classrooms today that need to be trashed?

One of the modifications that requires a lot of man power is oral administration of tests.  Finding a place to send students who can have their tests read to them so they do not disturb other students is a struggle.  Once a place is found, then finding the personnel to devote the time to read to those students.  Each student works at a different pace or requires different levels of support, creating quite a headache to manage it all.

Solution:  iPods.  Each student can control the pace of support and how much support he needs.  All of the student’s needs are met without leaving the classroom.  While iPods may be an expensive solution for some schools, they probably cost less than a paraprofessional who could be utilized in other areas instead of reading tests all day.  I have used the full sized video iPods as well as the Nanos. 

The Process

The teacher gave me the test a week or so in advance, allowing me plenty of time to read the test into Garageband (GB) and edit it for iPod.  Depending on the length of the test, recording the test questions is fairly quick and easy.  I use a MacBook and Blue Snowball microphone and the quality is very professional.  GB easily edits out coughs or mistakes or the occassional phone ring or school bell.  Since GB works so seemlessly with iTunes and the iPods we have, I can have a test ready for 10 iPods in a day.  Time was taken up for charging the iPods that have been stored all summer and taking a needs assesment of  who need to use them when.  As the year progress, this will all be streamlined and much more time/cost effective.

With my mic plugged in and GB running, I name each new track “Question 1, 2, 3…”.  The album name is the name of the test, so I can create a playlist of just the questions I need.  I save each GB project file in a folder that bears the name of the test so I can edit later if I need to.  Since the tests can be used more than once, I can reuse the project I have already created or go back and make modifications from one year to the next.

Once all of the tracks (questions) are recorded and in iTunes, I create a playlist of the “album” I created and sync the playlist to the iPods.  As more and more tests are added to the library, having each test set up as an album in a dedicated playlist will help synchronization from one test to another (that way I will not have more than one test on an iPod at one time).

The Results 

Initial response to using iPods in the classroom was mixed.  All of the teachers were grateful for the opportunity to keep all  of their students in the classroom to monitor their testing.  Some students were reluctant to use the iPod and chose not to.  Others were very grateful for the tool.  They were not ashamed by leaving the classroom.  They were not embarrased to listen to questions over and over, because they had complete anonymity and control over the amount of time they spent on each question.  ESL, 504, and Special Education students all benefited from this format for testing. 

The Hurdles 

I still have to work on how to read text that is in a chart or on a graph.  While a live administrator can point to words being read, a recorded test does not have that ability.  However, the teacher is still available to help out where the iPod cannot.

Some students who need reading assistance also require other modifications or accomodations.  That would require different versions of the test that would lead to the need for different recordings.  A combination of iPod and test administrator can still be utilized.  While the iPod will not replace a live test administrator, it can still provide a large portion of the support needed for struggling readers.

In the near future, I see that I am going to need more iPods.

As an Inclusion Facilitator, instead of a classroom, I have an office.  I am not a part of the master schedule and I do not have a conference period.  The majority of teacher inservice at the beginning of the school year does not concern me, however I have a day where I am the inservice.  I do not write lesson plans.  I do not have to worry about issuing textbooks.  When the principals discuss classroom rules and procedures, I think about what I am going to have for lunch.  I am a teacher with no class.

The Good News

I make my own schedule, outside of the meetings scheduled by administrators and diagnosticians.  When the final bell rings for the day, I go home.  I do not lug a bunch of papers to be graded or projects to be assessed.  I get to turn off my light, lock the door behind me, and not think about school until the alarm clark buzzes the next morning.

The Bad News

I rarely get to teach.  The work I do in my office directly affects students, but there are months that go by that I do not get to be in front of the classroom.  I get to work with teachers from every grade level, but I do not have a group of students with which I can work and on which I can make a daily impact.  I cannot implement the use of classroom blogs, wikis, or podcasts.  I have had some opportunities to become more digitally literate, but I have to leave those projects in the hands of those classroom teachers.

Any other teachers feel my pain?

The way I see it, most of my influence will come from behind the scenes.  I am the one who makes sure teachers have what they need to support students (modifications, behavior plans, IEPs, etc.).  I also get to spend more time thinking out of the box than teachers who have to conduct class.  I can be an agent of change by helping implement technology (even if on a small scale).

Bottom line:  I like where I am and do not plan on going anywhere anytime soon.

There is a great book called Men are Waffles, Women are Spaghetti.  Men compartmentalize their thinking and can block stuff out.  Women’s thoughts are all connected and they have no control over what might pop into their minds.  That is the idea of the book in a nutshell.  Hard to explain in just a couple of sentences, but I bring it up for a reason.

At the end of the school year, I tend to reflect on the past year.  What went wrong, what went right, what needs to change, what needs to stay the same.  As part of the reflecting process, I think out loud with a couple of colleagues to get their input.  I am going to try something new and think out loud in the bloggesphere – just to see what happens.  These reflections have no connection to each other, or maybe they do.  Time to think like pasta.

• Too many clerical mistakes this year.  I need to buckle down and do a better job of documentation.  Too many times I did not have what I needed to make an informed, data supported decision.  That’s gotta change.
• How can I engage students better?  They do not care about making good grades.  Learning is no longer fun for them.  You can bring a horse to water, but you can’t make him drink.  Salt his oats and he will drink anything you present.  What can I do as a Special Education coordinator to bring in 21st century tools and salt their oats? 
• Our campus will be acquiring a new mobile wireless lab.  Where do I begin?  Class blogs? Wikis? Podcasting?  Someone stop me before I explode.
• Kids hate math.  When do kids starting hating school?  How can we make them love learning again?

Something else just occurred to me.  I have a blog, I am a member of Classroom 2.0 (Ning), I have used Twitter, Skype, Delicious, Technorati, and who knows what else.  I have made a couple of podcasts, vodcasts, etc.  But the newness is wearing off and I wonder what’s the point of all the connectedness.  And it hit me:  I don’t care about what I am reading.  I have read enough about tech ed.  I understand that we need more of it in the classroom.  I know that our students are being taught in 19th century classrooms.

It is time to find different reading material.

I need Special Education blogs to put in my reader.  I need to connect with teachers who are changing their pedagogies as far as special education goes.

Can anyone offer me some help?

It has been two months, but with TAKSMAN on sabbatic, Inclusioncast is back with another episode.

This episode stems from frustrations over the TAKS test and all things related to it.  There is a lot of energy that is placed on the test as it rolls around, and I think there is a lot of energy that could be shared all year long.

I cannot wait to hear your toughts and reactions to this episode.  Thanks for taking the time to listen.

Inclusioncast #2

I have been learning a new passion since my last post back in February: wearing a cape while teaching 8th grade Science.  Not something I figured I would be doing when the school year started, but it has turned into something I think is missing in our classrooms – humor and creativity.

In January, Amy (one of our 8th grade Science teachers) approached me with an idea to introduce lessons in preparation for our state’s standardized test, TAKS.  ‘What if you were a super hero named Taksman who helped students through their test?”  It was a simple idea that went through many variations before becoming the episodes that you will find on the “Taksman” link on my sidebar.  Feel free to check them out and let me know what you think.  These are the first episodes, so please overlook the crudeness of some of the editing and special effects; I am learning.

I used a Macbook loaded with Final Cut Express to make the short films.  Each episode was then watched before the lesson was delivered in the classroom.  Students were given the link to watch each episode on the web as well as subscribe to it on iTunes.  I created a gmail account for Taksman so students could write in their own questions or even ask to participate in an upcoming episode.  I only received one student e-mail and she will be in an episode that will be made available only on the web.

Some of the educational content is incorrect, giving teachers the opportunity to point out misconceptions or traps in thinking, as well as adding to the goofiness of this made-up super hero.

There are a lot of things that I loved about this project:

1. It required collaboration between teachers.  We put our heads together to determine the content that was presented, and it was truly a team effort as teachers were brought in to act, film, or provide some other parts of production.
2. It was a medium that students enjoy.  In the world of Youtube and independent filmmaking, students actually looked forward to going to Science class; if only to see what happens to Taksman next.
3. No one had done it before.  As far as I know, the use of home made video in the classroom has never been done before on our campus and it made me feel like a pioneer.
4. I got to be goofy.  God gave me the ability to act like an idiot and make people laugh.  I am comfortable in my own skin (apparently) and I enjoy being the center of attention.

Next idea?  A rip off of “Back to the Future” for History classes.  If I can only find 1.21 gigawatts to power my Ford Taurus…..

I have finally finished the first of hopefully will be many podcasts on inclusion. I love talking to teachers about inclusion practices and I love multimedia. It just seemed natural to me to create a podcast that combines those two loves.

Please indulge me and give me some feedback on this maiden voyage in the uncharted waters of podcasting. Well, uncharted for me.

Inclusioncast #1

I recently posted my response to Warlick’s steps to 21st century literacy. I have completed one of the steps on my to do list. I have created a wiki for my network of teachers to share ideas, links, etc. The hard part is getting my intended audience to buy into it since we meet face to face on a regular basis. Anyway, it is a step closer to literacy. I have a lot to add to it, but it is a work in progress.

I have also recently launched 3 class blogs. I found a 3rd grade teacher willing to let me experiment with her students. I also found a 6th grade teacher willing to start a blog with her 6A class and her 6B class.

Anyone who wants to join in the fun, please do so.

David Warlick helped me to know that I am on the right path.  He provided a path to 21st century literacy that helped me realize what I am doing right and what I need to do in order to reach the next level.

1.  Find two or more other educators in your school who are interested in learning and using emerging information and communication  technologies.

Check.  So far, I have found Jeremy, Maurie, Traci, Joni, Carlene, Amy, Kaylee, Melanie, and Andi.  Only three of them have blogs and they are all fledglings at this point.  But they all share the desire to use emerging information and communication technologies in the classroom (and out of the classroom).

2.  Identify the appropriate person in your school or district who can provide technical support and configuration for your increasingly utilized computers and network.

Check.  My administrators are helping with the purchase of new technologies.  My principal, Special Education director, campus technology specialist, district technology director, and assistant superintendent are all playing a part in helping us get these technologies into the classroom.

3.  Identify some edu-bloggers who are talking about the emerging ICTs you are considering.

Check.  I have set up a Google reader account that has many blogs.  Not as many as others, but they are in there.  I have blogs from ICT people as well as fellow Special Ed bloggers.  I seem to add new feeds every day and I learn something new every time I read.  My favorite blog is Ms. Cofino’s.  I have had the opportunity to participate in a collaboration project with her and learn daily from her experiences.

4.  Delegate!  Assign each member of your team some of the selected blogs to follow, and share specific posts with each other.

Added to my “To Do” list.  The members of my team do not spend time reading blogs like I do (at least not that I am aware of).  Delegation is not my strong suit, but it is certainly the way to get more from what is available.

5.  Read, study, and discuss books about teaching and learning and the world we’re doing it in.

Added to my “To Do” list.  I love to read, so this should not be a problem.  However, there is not a lot of time to devote to books.  Or perhaps I need to find out how to carve out some time.  Reading seems to get pushed to the bottom of my to do list.

6.  Schedule regular meetings (once or twice a month) at a local restaurant, coffee shop, or pizzeria (preferably with WiFi).  Meet and discuss what you’ve learned and what you want to learn.

Added to my “To Do” list.  Bringing my network together would be an amazing feat of organization that I am not real sure is inside me.  Most of the people in my team teach on my campus, but not all of them.  They all have different levels of tech savviness, so I am not sure what to do if I managed to get them all together.  However, any excuse to meet at a coffee shop and talk technology would be widely accepted.

7.  Start a group del.icio.us (A social bookmarks service) account for organizing and sharing web resources.

Added to my “To Do” list.  I have tinkered with del.icio.us, digg, diigo, and technorati.  Tagging is something that I have not totally immersed myself in, but it is definetely something I plan to become more literate in.

8.  Start a wiki for posting notes, links, and step-by-step instructions.

Added to my “To Do” list.  I have used Google docs to share information.  I have not used a wiki for this element of literacy though I have used wikis for student projects.  This seems like a simple process, but I sure would like a framework or look at someone elses wiki to know how to best set one up.

Any suggestions?

9.  Join one or more of the Ning social networks, such as: School 2.0, Library 2.0, Classroom 2.0.

Check.  I have joined Classroom 2.0 and I am a member of several forums inside the social network.  I also have used twitter to connect with other educators and have a dozen or so twitters that I follow.

10.  Start your own blogs for sharing your reflections on what you are learning and how you are learning it.

Check.  This should go without saying.

11.  Start experimenting in your class and share the results.

Check.  I have experimented with a class blog (which will be relaunched soon), student websites, student wikis, and more.  The element that I need to do more of is sharing results with my network.

12.  Share your results with other teachers in your school and Invite them into your conversation.

Add to my “To Do” list.  I have several experiments, but I need to bring more teachers into my conversations.  I even need to figure out how to get all of the teachers to not only into conversations with me, but in conversations with each other.