Ginger Lewman's Posts - Classroom 2.02024-03-28T13:40:40ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLChttps://storage.ning.com/topology/rest/1.0/file/get/1949883619?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://www.classroom20.com/profiles/blog/feed?user=GingerTPLC&xn_auth=noIt's been a looong time, CR2.0!tag:www.classroom20.com,2008-05-13:649749:BlogPost:1415572008-05-13T22:11:55.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
So it's been well over a year that I've been on this network and my life has changed dramatically in that time. In fact, as a launching point, I should give CR2.0 the full credit it deserves.<br />
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I know that the network catches grief about how the conversations here never change, and as I come back and look again at some of them, I think I may tend to agree. But that's ok!! I've been launched into another, different world that seems to fit me, but there are more and more teachers coming aboard the…
So it's been well over a year that I've been on this network and my life has changed dramatically in that time. In fact, as a launching point, I should give CR2.0 the full credit it deserves.<br />
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I know that the network catches grief about how the conversations here never change, and as I come back and look again at some of them, I think I may tend to agree. But that's ok!! I've been launched into another, different world that seems to fit me, but there are more and more teachers coming aboard the tech-learning train.<br />
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If you want to see me where I live, <a href="http://twitter.com/GingerTPLC">come visit me</a> and consider following along!<br />
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And I'm going to NECC, so will see you there! (you'll know where I am by the <a href="http://twitter.com/GingerTPLC">tweet</a> that I sing...)blogging/podcasting = lecturing in a new format?tag:www.classroom20.com,2007-07-31:649749:BlogPost:381342007-07-31T01:14:52.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
A good <a href="http://kevinhoneycutt.org/">buddy of mine</a> is a <a href="http://kevinhoneycutt.podomatic.com/">prodigous podcaster</a>. He's also very <a href="http://classroom20.ning.com/profile/kevinh">involved in this network</a>. He's also one of my favorite mentors in the W2.0 world. He's shared all sorts of ideas and fueled fires for not only my my thinking, but also for my students. Recently, he's asked me to begin a podcast. I've got a podcast going for my students to show their…
A good <a href="http://kevinhoneycutt.org/">buddy of mine</a> is a <a href="http://kevinhoneycutt.podomatic.com/">prodigous podcaster</a>. He's also very <a href="http://classroom20.ning.com/profile/kevinh">involved in this network</a>. He's also one of my favorite mentors in the W2.0 world. He's shared all sorts of ideas and fueled fires for not only my my thinking, but also for my students. Recently, he's asked me to begin a podcast. I've got a podcast going for my students to show their stuff, but he wants me to begin my own thoughts and ideas. <br/><br/>So I've been wondering a lot of things lately, but this is most pressing: why does a person blog or podcast? I've received a lot of information about why various people do this, from "this is how I learn about myself" to "I think that this is an efficient way to get my message out," to "it's a great way to continue my career advancements." (more than one cited the last reason).<br/><br/>I've noticed that some people blog and some podcast. Some do both. I wonder, if speaking out loud to space where you may or may not have someone dropping by is the same as lecturing in front of a classroom? I know that some who only blog and/or lecture at conferences tend to talk about the collaborative nature of this world and how our schools should do the same. But they're not living it. Why not?<br/><br/>I've been blogging on/off <a href="http://classroom20.ning.com/profile/GingerTPLC">here</a> for a bit now and really like the social network blogging. I get regular feedback. I don't have to keep an audience, nor do I have to "drum one up." The audience is here and if I step out for fresh air for a week or two, the audience continues their discussions without me. It's like a great party where you can excuse yourself for a few moments and then come back w/o missing too much of a beat. Whereas the lecture format of blogging/podcasting on an individually-hosted site is similar to a lecturer professor who steps out of the classroom to get some air and when he comes back in a <i>much shorter</i> amount of time, his class is gone. <br/><br/>Basically my point is if we're supposed to be fostering collaborative work with students and schools, shouldn't our innovation leaders be role modeling? <br/><br/>I challenge you to notice the lectures and "1970-style" workshop/break out session environments in your next conference for innovation in education. Note how the speaker interacts with the audience. Come back and tell me if I was right or wrong. <br/><br/>If you want to hear more, listen to my <a href="http://gingerl.podomatic.com/">GingerSnapz! podcast</a> on this very topic! (yep, an individually hosted podcast!)<br/>Open letter to MACE/MTI Confereestag:www.classroom20.com,2007-07-26:649749:BlogPost:363692007-07-26T20:03:02.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
Ok, so if you were in my presentation <i>Project Based Learning: Portals into the 21st Century</i>, you know that we barely scratched the surface in the information. Congratulations for being a member of CR2.0 and thank you SO much for finding this blog! I hope you find this network as useful as I have! It has literally changed my educational life, which I thought was pretty darn good to begin with!<br></br><br></br>There were some questions you all wanted me to answer, and I didn't really get a chance…
Ok, so if you were in my presentation <i>Project Based Learning: Portals into the 21st Century</i>, you know that we barely scratched the surface in the information. Congratulations for being a member of CR2.0 and thank you SO much for finding this blog! I hope you find this network as useful as I have! It has literally changed my educational life, which I thought was pretty darn good to begin with!<br/><br/>There were some questions you all wanted me to answer, and I didn't really get a chance to do that. I do sincerely apologize for that; I'm not used to standing in front of a "class" and delivering information anymore and it's been tough re-adjusting to this idea. Is this an excuse? Probably, but it's true. The old idea of "sage on the stage" is really making me uncomfortable, especially as I sit in conferences listening to people lecture, telling me to NOT lecture students. *ugh* <br/><br/>Side note: Somehow I'm going to have to get an early hook-up at my next conference to lay some groundwork. Participants will need to know to bring their laptops. I'll have to arrive early to re-set the room to where we're in groups. I'm NOT going to lecture. Challenge to ALL "21st Century" Educators and Presenters: demand that conference break-out sessions are set up to reflect how we want our students to learn! If you're willing to pretend you know how educators should behave, then put their role on and make the change yourself first!<br/><br/>Back to it. <br/><br/>If you were at the MTI conference, you are welcome to send me a message to let me know you're interested in learning more. I'll be able to talk to you with MUCH more info one to one. Ask for my Skype name. I'll add you to the Google Docs that has lots of info. We'll begin to talk about collaborations between your students and mine. Think about what you need and I'll try my best to make it work to fit you. You are always welcome to be a fly on the wall of my school to see how it works. I can Skype you on to a spare computer in our class and you can watch kids work. You can be a part of what they're doing for a day, an hour, or just a few minutes. <br/><br/>I appreciate your patience and am glad you now have opened the Classroom2.0 Portal for your students' futures!<br/>forgotten population?tag:www.classroom20.com,2007-07-12:649749:BlogPost:329732007-07-12T03:16:15.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
So I'm looking over the <a href="https://www.kcsl.org/clicks_pg1.aspx">Kansas Children's Service League site</a> tonite perusing the photos and descriptions of kids who are needing adoption. I used to work in a boys' home, teaching day school and generally getting a TERRIFIC education about the "system."<br></br><br></br>What I'm noticing is nearly every single one of the kids cite their favorite classes as PE, Art, Computer, or some other physically active class. A scattered few say math or science.…
So I'm looking over the <a href="https://www.kcsl.org/clicks_pg1.aspx">Kansas Children's Service League site</a> tonite perusing the photos and descriptions of kids who are needing adoption. I used to work in a boys' home, teaching day school and generally getting a TERRIFIC education about the "system."<br/><br/>What I'm noticing is nearly every single one of the kids cite their favorite classes as PE, Art, Computer, or some other physically active class. A scattered few say math or science. NO ONE says social studies. NO ONE says Language arts. <br/><br/>hmmm...what makes these kids, many of whom have had social stuggles at both home and school gravitate to these more active classes? I realize that some of the kids on the list are there through no fault of their own, due to parent issues. I also know that many still are dealing with struggles--academic or otherwise. Of course I don't know any of these particular kids, but having worked with this population in the past, I'm pretty familiar with the routine. <br/><br/>I'm simply wondering if any one has paused for a moment to look at this population and consider what it would take to get them to begin to at least buy in to some trust and safety at school? Perhaps a more respectful approach to paying attention to their learning styles? Trying to engage them from where they currently are? <br/><br/>Observations of an evening...virtual field tripstag:www.classroom20.com,2007-07-07:649749:BlogPost:322212007-07-07T12:25:47.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
Virtual field trips, aka "outsourcing" or hiring another class (or group of students) to take a field trip to learn about particular content, and reporting back their learning and the learning your class requested from them: this concept is heavily on my mind. Students could photo, video, blog, wiki, or otherwise archive the experience so that literally anyone from across the world could have access to that exact same field trip! Talk about an engaging and memorable experience for all involved?…
Virtual field trips, aka "outsourcing" or hiring another class (or group of students) to take a field trip to learn about particular content, and reporting back their learning and the learning your class requested from them: this concept is heavily on my mind. Students could photo, video, blog, wiki, or otherwise archive the experience so that literally anyone from across the world could have access to that exact same field trip! Talk about an engaging and memorable experience for all involved? EXCITING! <br/><br/>An entire database could be created of possible fieldtrips, where one could just go shopping for information, or could find a class nearby a particular location and "hire" them to find answers to questions. The idea is that the "hired" class would then be able to ask for an in-kind return on their information. Participating teachers/classes could agree to offer as many possible local field trips, but would be obligated to only hosting 2 each school year. Or perhaps a school could participate in as many as they wanted...?<br/><br/>I LOVE this idea, and see all the potential benefits both with learning content, technology tools, collaboration, social skills, recording/reporting accurately and thoroughly, continue ad infinitum. This exercise IS classroom 2.0---a wave of the future where learning can be done at any place, at any time. I see this as also an opportunitie for multi-age collaborations. Why couldn't a 5th grade class be able to investigate a civil rights museum in Selma, Alabama for a Jr. Level high school class? Would there be NO merit in getting to virtually visit the museum and would there be no merit in having the high school class think of questions for the kids to answer? Would there be no merit in the 5th graders finding these answers? I'd hope that the deeper level thinking at the HS class would occur once the facts were gathered. I know of absolutely NO school in my region which would ever approve a field trip in person to Selma. Why not go virtually?<br/><br/>But I'm wondering what are any particular dark sides to these opportunities? Sure, maybe some kids would be dumb and hurtful to one another, but I think any dilligent teacher could take care of those types of situations. What else? <br/>Life-Practice Model?tag:www.classroom20.com,2007-06-22:649749:BlogPost:289892007-06-22T12:24:19.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
I'm trying on some new ideas and if you feel like responding with constructive criticisms, I'd sure appreciate your feedback. This is raw thinking and kind of a sketch of where I'm going with my charter school. I know I need to further develop and explain some of these pieces because while it all fits the empty puzzle pieces in my brain, I know that not everyone has seen me put some of the pieces into place. I need to know from objective minds where the gaps in my logic lie. Thanks, in advance,…
I'm trying on some new ideas and if you feel like responding with constructive criticisms, I'd sure appreciate your feedback. This is raw thinking and kind of a sketch of where I'm going with my charter school. I know I need to further develop and explain some of these pieces because while it all fits the empty puzzle pieces in my brain, I know that not everyone has seen me put some of the pieces into place. I need to know from objective minds where the gaps in my logic lie. Thanks, in advance, for your help!<br/>
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I think that what we're coming up with right now is what can be dubbed as a Life Practice Model, where the students are put into the position of developing Careers Habits, Personal Habits, and Knowledge Habits. I think that with each of the triumvirate taking equal time/efforts at center stage, we'll be able to have the base set for an integrated school. <br/>
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Careers Habits seem to be those skills and dispositions needed to be successful in a personally rewarding career. Students will be expected to figure out with which skills they're good and/or comfortable, how to further develop those weaker skills, how to develop new skills, and how to apply all skills to figure out a possible plan of action to carry them through their schooling years into their career field. Mentorships, job-shadows, and other real-world experiences are a vital piece to developing Careers Habits. They also need to have an opportunity to "try on" these careers in the classroom, getting paid with simulated cash for their work. To be sure, as they leave Life <i>Practice</i> and go into the careers of their chosen fields, their choices will inevitably change, but that's why we have the Personal Habits piece of the triumvirate:<br/>
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In the Personal Habits side, students are learning how to learn, first and foremost. They learn about their particular styles, and learn how to mesh their preferences with the learning styles of others to be effective team members. Emphasizing the Personal Habits curriculum, they not only learn self-directedness, control of impulsivity, organizational skills, etc (<a href="http://www.habits-of-mind.net/whatare.htm">Art Costa's 16 Habits of Mind</a>), they learn how to do this THROUGH the curriculum, which includes having a home, bills, money issues, day care for their kids, etc. While this all seems so touchy-feely, yet <b>suspiciously missing</b> from current traditional schooling, we still need to include the academic piece in order to pass the all-important AYP/NCLB measuring stick:<br/>
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This is where the Knowledge Habits come in to support the final(?) leg of the <a href="http://m-w.com/cgi-bin/dictionary?va=triumvirate">triumvirate</a> (I'm purposeful in my continued use of this word). Knowledge HABITS are more than simply the State Standards, even though they are the guiding principles for this Habits leg. The standards seem to be learning in isolation, and the core pieces help to develop a "bigger picture" of how humans use the standards in "the real world." These core elements of Knowledge Habits are 1) communications (reading/writing/speaking/understanding), 2) investigations (problem-solving in the maths/sciences), and 3) a global understanding of where we've been, who we are now, and where we're headed as not only a culture, but also as members of the human race. To truly develop the Knowledge Habit, it is essential that its core elements are integrated for a big-picture understanding of real life.<br/>
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The support system for the Life Practices Model is centered around the School Family (school staff and students' families as equal partners) and extends well into the community both virtually and in personal contact. Up to date technology usage and technology FREEDOM is essential for the development of future skills, as well as being the tool for creating student engagement. <br/>
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Time and space are flexible notions in the school. How the building is set up can be changed to fit the needs of the students at the time. Some students will need more or less time to learn than what is traditionally allowed. <br/>
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We are not constrained by birthdates for learning placement. We are not constrained by our location in this world. We are not constrained by the notion that facts are the end-point to learning. <br/>
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The idea that students are learning how to become lifelong learners is an inviting notion in the traditional school, but the structure there just is not conducive to effective and lasting and teenage engagement in this task for the 21st Century. While the current infrastructure of the traditional school is still set up to prepare students for careers in 1920, the Life Practices Model allows for adaptation and true student growth for their futures. <br/>New Trends in Educationtag:www.classroom20.com,2007-06-02:649749:BlogPost:243692007-06-02T18:22:56.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
Let's have a roundtable discussion about how the following will impact the way we view/run education in not only our specific locales, but across the US.<br />
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(questions are based on info on a book from Eric Marx(?), a member of the World Future Society)<br />
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1. The old will outnumber the young.<br />
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2. Majorities become the minorities.<br />
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3. Standards and high stakes tests fuel a demand for personalization of learning in the educational system that's focused on lifelong development.<br />
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4. Pressure will…
Let's have a roundtable discussion about how the following will impact the way we view/run education in not only our specific locales, but across the US.<br />
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(questions are based on info on a book from Eric Marx(?), a member of the World Future Society)<br />
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1. The old will outnumber the young.<br />
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2. Majorities become the minorities.<br />
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3. Standards and high stakes tests fuel a demand for personalization of learning in the educational system that's focused on lifelong development.<br />
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4. Pressure will grow from society to prepare of jobs and careers that do not yet exist.Creative Thoughts Regarding Cyber-Safetytag:www.classroom20.com,2007-05-27:649749:BlogPost:227322007-05-27T14:44:49.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
<p>In a recent blog, <a href="http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A9074">Susan</a> has sparked my thinking about internet safety.</p>
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<p>I talk with my students about this topic, and I see how they like to learn. Many students LOVE to learn with games, especially simulation and/or networking games.</p>
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<p>I'm no programmer--heck, I'm lucky to even just be able to navigate this site and begin to put in html paragraphing! ;-) But I think I have a million-dollar idea.…</p>
<p>In a recent blog, <a href="http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A9074">Susan</a> has sparked my thinking about internet safety.</p>
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<p>I talk with my students about this topic, and I see how they like to learn. Many students LOVE to learn with games, especially simulation and/or networking games.</p>
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<p>I'm no programmer--heck, I'm lucky to even just be able to navigate this site and begin to put in html paragraphing! ;-) But I think I have a million-dollar idea. If, after hearing the premise you agree, let me know so that we can get the idea to someone who can/will implement it!</p>
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<p>Students love these games, right? So why can't a game be built (I'm picturing a <a href="http://www.secondlife.com/">Second Life</a> or a <a href="http://www.runescape.com/">RuneScape-type</a> atmosphere for Middle School aged kids) where kids can log-on, be safe, and play? Sounds innocent, right? However, there are different types of bots programmed in for various types of kids. These bots make friends with the kids too. They talk, move, and interact just as any real-life player would. However, when a player gives too much info or the wrong info to one, it sends a message to the registered teacher/parent/adult. It captures the entire conversation (allowing it to play out--the kid has no idea s/he's triggered the alert) and goes on it's merry way.</p>
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<p>This could be played at school, home or any place. It has to be FUN to play, with so many other perks, so that kids making good choices never know; never have a need to know.</p>
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<p>Is this Orwellian? It's not intended to be a "gotcha!" type of situation to punish the kid. It's simply a gentle reminder that we need to have another conversation with him/her. Will the kid stop playing the game? Sure! But maybe the technology would be there there for ANY game or social networking site. Maybe we start these bots in the younger kids' games, where we have a lot more control over their lives and they can begin to think "do I know this person" when they're online, in games, or anywhere.</p>
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<p>Anyway. Those are my thoughts/solutions. I have no idea if that's already in place and I'm just ignorant. It's kind of a freedom loving, respectful V-Chip. Kids are free to do what they like--to make mistakes--but it gives parents/teachers the opportunity to allow the kids to learn from the mistakes. I think that this, in conjunction with "fire-drill" type simulations could really make a dent in loosening the choke-hold that our kid are in when working/playing online. If they don't have an opportunity to make mistakes, they'll never learn until it's too late.</p>
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<p>Oh--you're asking about the fire-drill type of simulation? I LOVE this idea, also sparked by Susan in her question. Fire drills in homes, businesses, and schools. <a href="http://www.seattle.gov/fire/pubEd/business/evacuationFAQ.htm">What do they look like?</a> Do we just sit down and look at a map of where we need to go? Do we just sit and the adult lectures the kid? Preposterous idea, huh? No--we actually get off our duffs and run the simulations. We talk to them after our practice about how to do it better. We run more simulations--surprise ones--on a repeated basis. Heck, our most security-oriented businesses run "avian flu" outbreak simulations. So why don't we run 21st century cyber-safety simulations??</p>
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<p>Here's the premise for CyberSafety drills. Let's say Mandy gave out too much info online the other day. We pull Mandy from school to simulate something horrible happening to her. Her parents know, the administraion/teachers know. The kids don't know. We ask them if we know where she is? No one knows. A friend calls home to see. Parents don't know. We try to take the day as normally as possible. (Mandy's actually safe at home doing homework she's missing for the day). At the end of the day, we call in our classes and talk about what happened and what it would be like if this was a real fire drill...what life would be like for us knowing Mandy's not around any more.</p>
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<p>Yes, there are bugs to this idea, but I think it's as close to a real-life lesson that we'll ever safely get. Maybe we don't tell anyone that Mandy actually did mess up. Or maybe we just randomly call kids in "abducted" to school. I think it depends on the kid--some can handle the "durh I messed up" exposure and some may not. It makes the discussion more real, which is what is needed to break through the "it'll never happen to me" syndrome. What this DOES require is full discussion with the school and community to understand the philosophy behind it. It also requires a school community--where kids are respectful of the safety drills and one another. Finally, it also requires a managable population of kids. I have no idea of how my old school of 800 kids in 7th-8th grades would ever do this.</p>
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<p>Let me know what you think. Am I behind the times? Does this already exist and happen out there?</p>More work on last day??!!tag:www.classroom20.com,2007-05-25:649749:BlogPost:224012007-05-25T11:57:38.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
Ok, I'm a whip-cracker when it comes to learning and my students. I'm a primarily green personality (http://www.truecolors.org/color_meanings.html) when it comes to the old True Colors Quiz (http://truecolorscareer.com/quiz.asp), which means that I value knowledge, data, logic, scientific fact above emotions, rules, and at times, relationships.<br />
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Example: I actually plotted out a male friend's strong points as a potential "boyfriend" and realized he was as close to the total package that anyone…
Ok, I'm a whip-cracker when it comes to learning and my students. I'm a primarily green personality (http://www.truecolors.org/color_meanings.html) when it comes to the old True Colors Quiz (http://truecolorscareer.com/quiz.asp), which means that I value knowledge, data, logic, scientific fact above emotions, rules, and at times, relationships.<br />
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Example: I actually plotted out a male friend's strong points as a potential "boyfriend" and realized he was as close to the total package that anyone would ever get. He was smart, hard working, clean, funny, and not-so-hard-on-the-eyes! I discussed this data/evidence with a girl friend, and decided that maybe I could begin to romantically like this guy; he and I'd been remote friends for a year and a half. Fast forward 13 years this weekend and we're still going strong as an old married couple--and we're still in our early 30's! Yep, I picked my partner based on cold, hard logic. I have NO idea how or why he picked me!!<br />
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Needless to say, I value looking at things and situations logically, using time wisely, and above all else, the continuance of knowledge in its many incarnations.<br />
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So I'm sitting here at 6am before the last day of school this year. I've already schemed a plan to get the kids to be EXCITED about coming in to summer school...they fight year round schooling, but I've made them an offer they couldn't refuse--use of their laptops for a period of time this summer to do a student/teacher designed independent project!<br />
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But. I just found a series of new podcasts that COULD wait until next year. It's the QDnow (Quick/Dirty) series (http://www.qdnow.com/). These are a GEM find to me! I can't wait to have my kids listen in and begin to make similar podcasts of their own! I KNOW they'll be as excited as I am about hearing Grammar Girl and Mr. Manners talk about their areas of expertise! We'll learn so much from Money Girl!! (ok, they WON'T be excited at all, but dang, it...why NOT?--I say as I figuratively stomp my foot!) Actually, they really may honestly dig the Travelling Avatar podcasts. He apparently gives Second Life tips! :)<br />
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But why won't they be excited? Why not indeed?! Learning styles. Expectations about what the last day of school should be, based on their traditional school experiences. Yet again, a myriad of other mis-alignments to their faithful teacher's personality. *sigh* Why can't they all just learn in MY style and the same level of passion for schooling and learning that I have?! ;-) *those of you who so well know me will not pre-suppose this to be a terribly serious statement*<br />
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But seriously, I hate this "summers off" thing! Seriously-Seriously. I feel embarrassed and ashamed to be excited for the last day of school when I'm talking with my friends. They ALL work year round--I do too, but it's just not the same! This is simply one more out-dated mode of learning. An environment that tells kids they have a period of time where they no longer have to think. WHAT!!!????!?!??!? oh lord--my green personality is reeling in dismay!<br />
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I want my school--my innovative charter school-- to run classes year round! And I want to get paid for it!! I'm not training my kids to be farmers to go work the fields in the summer, despite our location! Anyone remember the DEATH of the family farm in the 80's?? My kids have no clue as to how a farm runs, despite where we live in this US. So why the HELL are they getting out of school today???<br />
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Oh wait. Perhaps it's for my sanity...<br />
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*sssshhhh. creep away silently and let the kids go!!*thoughts on a Saturday morningtag:www.classroom20.com,2007-05-12:649749:BlogPost:147812007-05-12T15:27:34.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
I can see the benefits of blogging, of course, but as noted in other posts, I just prefer to have interactions with either creating or responding to posts. That being said, today I find myself with a need to talk out loud to any/every/no one.<br />
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We're nearing the end of the inaugural year of the face 2 face portion of our charter school. I'm in charge of the direction of this branch (we also have a virtual school--I'm actually inbetween working out and showering up to do some in-home testing with…
I can see the benefits of blogging, of course, but as noted in other posts, I just prefer to have interactions with either creating or responding to posts. That being said, today I find myself with a need to talk out loud to any/every/no one.<br />
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We're nearing the end of the inaugural year of the face 2 face portion of our charter school. I'm in charge of the direction of this branch (we also have a virtual school--I'm actually inbetween working out and showering up to do some in-home testing with a virtual family--we cross all borders here).<br />
Oh, and you'll see that I'm also a bad blogger since I like to follow thought-paths for a bit, then jump back. Be prepared to follow me on this stream of conciousness. I'm thinking that if you try to skim this, it'll be SO dis-jointed. But do what you like. So -- let's jump back now.<br />
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At the end of this first year, I'm in a very reflective mood. I'm DELIGHTED with the distance we've (students and I) have been able to put between us and the more traditional schools of the school district. However, I wonder if we really have done only 2 things:<br />
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1) We've created a real community -- I prefer to call us a family, because that's what it feels like. The students and I are on the same page as for respect for one another and safety of ourselves both virtually and in the real world. Gosh, I want to be able to draw a picture here that would better illustrate my feelings of who we are. Imagine a bunch of baby chicks, with one adolescent chick surrounded by a bunch of protective full-grown hens. Baby chicks: students. Adolescent chick: me. Hens: parents.<br />
The hens come in to help out a LOT in the education of their babies, but basically they're just there to protect us from the outside elements and to be sure that there are plenty of babies to add later.<br />
hmm--this turns out to have been a digression. So -- Jump!<br />
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It's a really comfortable family we have here and it's EXACTLY what every teacher dreams of in a class. Sure there are squabbles, but we do LOVE one another. (agape love) but 42% of the school is moving on. And we'll be bringing more on. So while we're looking SO forward to next year, we're very much afraid of the dynamics change. I've been "looping" with students in the traditional schools for many years, so I know that while the butterflies are there, usually we're up and running smoothly in a month of the new year. But the butterflies of nervous change are affecting us all. Ok-- Jump!<br />
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2) the second thing I KNOW we've accomplished is to move our children to a place where EVERY SINGLE CHILD is learning new info in EVERY SINGLE CLASS. My kids have learned SO much about not only working/managing behavior in groups, dealing with time/materials management issues, and developing REAL critical thinking in EVERY SINGLE ASPECT of the schooling experience, they have also picked up REAL learning. We used the state standards as jump-off points to learning; not simply as goals to REACH. My academic strugglers have had the modified assignments to feel genuine growth and success too, but to NOT learn and grow is simply not an options for the kids. They are not only prodded by me, but even one another. A competitive environ (while rarely available here) is ONLY encouraged for them to be competitive against themselves and time. But in the few occasions it does happen, most times, even that is thrown out the door as we stop to take extra time to evaluate/improve each others' "final" products. The kids see that THIS is where the real learning and the real quality product occurs--when you make something, turn it in, then realize what should have been done better--then DO IT. Their learning NEVER ends on any topic. They are seeing there are SO many more avenues to explore; we just have to, in the interest of time, move on. All I have to say is WOW to their efforts, every single day. These are 5th-8th graders I'm looking at!!!<br />
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So, why am I having trouble sleeping? Why do I not sincerely feel the excitement over the growth we've made?<br />
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I think that we, as we currently exist, are NOT where my final goal is. Not by a LONG shot. We still have Math, Science, SS classes we go to. Language Arts class, you ask? Jeeze, that was an easy one to disassemble, based on the following facts:<br />
1) We read/write/speak in EVERY single aspect of our school lives<br />
2) Special workshops and teachable moments, as well as good role modeling, can deal with specific and individual grammar needs--these seem to be more respectful of each child's needs.<br />
3) 90% of reading the in adult life is expository. So why spend like 90% of our time on literature elements? (i know, I'm making some ppl mad now! sorry--my school! Start ur own!! ;-) lol)<br />
ok--JUMP!<br />
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So we always talk about "when you get into the real world..." Dang it. I hate that! Why doesn't school reflect the real world? Seriously. That's a real question. Can someone give me a logical answer for that? I want to eliminate classes. Even in many charter schools or PBLearning schools, there are still the demarkations between subjects. *sigh* My self-imposed assignment for this summer is to eliminate these and just work with projects. Of course, I'll still use the state standards to guide us, but there has GOT to be more than simply subjects to life, right?<br />
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I'm officially extending an invite for you to let me know if you want to participate in these discussions. I've surrounded myself with a few people already who think with innovation and with child-centered ideas for the future. If you want to participate, I'll need to know you're 100% serious--this is not a "hmmm, let's look in here to see what's going on." I'm a big-ideas girl (NOT the detail oriented type) and need others who will stimulate my critical thinking for possible ideas as well as pitfalls. Then I'm going to just go implement this next year with "adjustment meetings" each month. I'm 100% serious and it will be done if there's a way we can put it to a map this summer. Who's game? I'm looking at the week of July 9 (my 35th birthday) and I'm certain we can invite you in either in person or virtually. We'll be meeting in central Kansas at an educational service center. hmm. or should we meet in the space this will be implemented? Or is a blank canvas best? I'm considering bringing in some students who "get it" and who would LOVE to be on the ground floor of this type of planning.<br />
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This may not quiet my unrest, but we'll see.Bad blogger!tag:www.classroom20.com,2007-04-25:649749:BlogPost:78152007-04-25T02:50:47.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
So I'm spending my Classroom 2.0 time trying for more meaningful interactions than speaking into space here, hoping that folks my buzz by. I'm not an anemone that sits still and waits for floaters to pass. Am I the shark, patrolling, looking for morsels? Sometimes. Sometimes, I'm just a little krill, gathering phytoplankton to survive...<br />
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So if you want to drop a line, please do so, but most of my limited time will be dedicated out in the discussions, I hope! :) See you there!
So I'm spending my Classroom 2.0 time trying for more meaningful interactions than speaking into space here, hoping that folks my buzz by. I'm not an anemone that sits still and waits for floaters to pass. Am I the shark, patrolling, looking for morsels? Sometimes. Sometimes, I'm just a little krill, gathering phytoplankton to survive...<br />
<br />
So if you want to drop a line, please do so, but most of my limited time will be dedicated out in the discussions, I hope! :) See you there!tired todaytag:www.classroom20.com,2007-04-24:649749:BlogPost:76012007-04-24T04:31:51.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
I added a discussion question/request to the main discussion forum, so if you're interested, go check it out...<br />
Integrated Project Based Learning? http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A7598<br />
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I also posted some thanks and ideas to Ben Davis's discussion about www.Bubbl.us, which is a pretty cool collboration tool for web graphic organizers.<br />
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Otherwise, I think I'm done for today. *yawn*<br />
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Don't forget to throw some cool tool ideas my way--I'll be sure to test them on my…
I added a discussion question/request to the main discussion forum, so if you're interested, go check it out...<br />
Integrated Project Based Learning? http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A7598<br />
<br />
I also posted some thanks and ideas to Ben Davis's discussion about www.Bubbl.us, which is a pretty cool collboration tool for web graphic organizers.<br />
<br />
Otherwise, I think I'm done for today. *yawn*<br />
<br />
Don't forget to throw some cool tool ideas my way--I'll be sure to test them on my students and share the feedback they offer...Coming in...tag:www.classroom20.com,2007-04-23:649749:BlogPost:72032007-04-23T02:34:00.000ZGinger Lewmanhttps://www.classroom20.com/profile/GingerTPLC
I was in the middle of doing some Web 2.0 studying this evening (Furl, Spurl, and Diigo) and lo and behold, I received an email from one of my partners in crime inviting me in here!<br />
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Since I'm always game to see what possibilites lie in wait--even tho my husband isn't always as patient with my studies--I thought I'd take a gander. I'm very interested in learning interesting new tools to share with students, but I'm also game for a good, thoughtful conversation about where this world is heading.…
I was in the middle of doing some Web 2.0 studying this evening (Furl, Spurl, and Diigo) and lo and behold, I received an email from one of my partners in crime inviting me in here!<br />
<br />
Since I'm always game to see what possibilites lie in wait--even tho my husband isn't always as patient with my studies--I thought I'd take a gander. I'm very interested in learning interesting new tools to share with students, but I'm also game for a good, thoughtful conversation about where this world is heading. Sometimes I'd prefer to discuss the trajectory of this proverbial "handbasket" we're in, but most of the time, when talking about education, I try to keep it positive and solutions-oriented.<br />
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Please feel free to add me as a friend and let's get to talking about how to use these tools in an academic content, but keeping the learning as real as possible for my students.<br />
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Oh, incidently, I've also decided to no longer use the terms "in school" vs "in the real world" because it's now going to be my #1 goal to find a true and lasting connect between the two. A couple of months ago, I discovered the value of having students participate in teacher-trainings and conferences about schooling (how could we do this stuff in the absence of students??) and have decided to continue to have my compass move us in those 2 basic directions.<br />
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If you think you have some ideas for how to help, PLEASE break in and leave a comment or two!