For the publishing leadership project in week 4 of MAC I presented my project to four of my peers: Michael George, Virginia Holm, Michael Hood, and Dennis Woodward. We facilitated this presentation using this Google Document and iChat. We met at 7:30PM on May 26th, 2011 and each shared the links to our presentations. After reviewing each presentation we met in an Audio iChat and shared for 5-7 minutes about our work. We each took notes about the others' project and then shared our comments in the Google Document.
Click here to see a copy of my Publishing/Leadership Presentation.
See below for the comments my peers had about my presentation.
Michael George says: David you did a very complete job with this project. Your district is fortunate to have you as a resource to help integrate new technology into the classroom. So often, districts purchase technology and have no training plan for the staff and the technology just collects dusts. It is great that you used chunking or segmenting to construct your lessons. This is the best way to teach both adults and kids in my experience. I am also glad to see that you have taken the next step and organized your training material into Schoology where teachers can enroll in your course and learn how to use the system using a ramp-up method for complexity of task. It is unfortunate that you were not able to get more staff participation and I believe that if you pushed harder to get the staff the PD (professional development) points that you would have a higher number of participants. Also, I would encourage you to think about expanding your scope to either your entire district or even start a YouTube channel. What you have is good and can be used for the benefit of anyone with a SRS system.
Virginia Holm says: David, you can tell that this was a project that you felt strongly about. Your research and re-evaluation show that you took to heart what created problems for teachers in successfully using the SRS. Your final comments about frequent practice of learning new tools really says it all. Too often we are introduced to new methods and technology that leave us excited only to lose interest due to lack of time and commitment.
I think the success in the video versus the live presentation and Schoology is that it allows teachers to learn at their own pace and convenience. Attending training sessions is part of the job, but often leads to resentment due to time taken away for the classroom, paperwork and student follow-up. I am glad you found success in that most teachers plan to use Promethean again. Do you plan to follow up somehow with the ones that have said they would use it?
Your presentation overall was positive and clear. Your PowerPoint laid out well and easy to read. It highlighted points that you further discussed in your presentation. On the Student Response Systems page however, I would flow the sentence under the bullet and out of the graphic. It could be difficult to read from the back of the room.
Dennis Woodward says: I love the enthusiasm you have for integrating technology not only in your school but also in your spearheading efforts to have your entire school district adopt student response systems. Your well though out plan has proven that you will achieve this goal.
Students love handheld games, phones, music players and all kind of other gadgets at their disposal. The SRS clickers are just a natural way to engage today’s students. I can picture the kids in your class hanging on every word of your lecture waiting for the next prompt so they can enter the correct answer with the clicker. What an brilliant way of keeping the students focused!
Not only do I hope that your enthusiasm is contagious, but I hope that when you present at VTEA, you get many more people sign up for your canned clicker course that you created in Schoology. This is a valuable resource that teachers will be able to rely on when they hopefully decide to ask their administration for an SRS for their classroom.
Your passion for the Promethean system warrants some dialog between you and Promethean itself. Teachers who get this fired up over a product need to spread the word. Promethean may be able to fuel your fire as you obviously love the product and great ideas of how to use it. Teachers love learning from teachers who can tell them real classroom scenarios.
Michael Hood says: David your research reinforces a lot of what I found, specifically resistance of teachers to learn a new way of doing things. I know in my district there was a program to introduce “clickers” into the classroom. This was before the introduction of smartboards in every classroom, and the procedure to get them for use in the classroom involved scheduling, checking out the equipment, modifying the program for your specific application, using it and then returning it to repeat the process the next time.
You’ve nailed the requirements for really effective use. Classroom sets that stay with the teacher, the proper programs and time to develop the skills necessary to use it easily. With these requirements in place, even the most reluctant teachers would come to the realization that this is a great tool to increase student engagement.
Keep up the good work, I think you are on the right track and I think that as more teachers adopt this technology and it continues to improve, that this will be a tool that teachers grow to see as an indispensable part of classroom practices.
Friday, May 27, 2011
Thursday, May 26, 2011
Week 4: Art of Possibility: Response to Dennis Woodward
Dennis writes:
This week's reading encompassed a chapter titled Lighting a Spark. Zander explains that during the Middle Ages, people would carry a metal box with a smoldering cinder that they would perpetually feed kindling so that when the time arose, a fire could be build with ease.
This "spark" was then used in the analogy that we can carry the spark and be infectious by allowing those around us to be use this spark to create possibilities.
I have often called my own children pet names such as sparky because they create and bring out possibilities that I just do not see as possible for someone their age. Whether it is my lack of memory for 30 years ago or the fact that today's kids are growing up much faster than we did at that age, I am amazed at the possibilities and accomplishments that they create and perform.
Just this week, my first grade son's math worksheets included multiplication and division. Yes. Division in 1st grade. I did not even know this was possible. I hope he continues to carry that proverbial smoldering cinder and continues to create sparks as his educational journey progresses!
David response with:
Great thoughts on an inspiring chapter. It reminds me of a NatGeo episode about India's Cask system. A man and his family live at the bottom of the barrel. Considered dirty they can only do and go to certain places. BUT, this man's family has been keeping an ancient fire burning for centuries. Only this man and his family can perform sacred cremation ceremonies. So while he is shunned by everyone he is also very important to society.
This connects to the reading because many times we discredit others spark because it doesn't line up with ours or simply do not understand it. Keeping an open heart allows us to keep and open mind and thus perceive the realm of infinite possibility with clear vision.
This week's reading encompassed a chapter titled Lighting a Spark. Zander explains that during the Middle Ages, people would carry a metal box with a smoldering cinder that they would perpetually feed kindling so that when the time arose, a fire could be build with ease.
This "spark" was then used in the analogy that we can carry the spark and be infectious by allowing those around us to be use this spark to create possibilities.
I have often called my own children pet names such as sparky because they create and bring out possibilities that I just do not see as possible for someone their age. Whether it is my lack of memory for 30 years ago or the fact that today's kids are growing up much faster than we did at that age, I am amazed at the possibilities and accomplishments that they create and perform.
Just this week, my first grade son's math worksheets included multiplication and division. Yes. Division in 1st grade. I did not even know this was possible. I hope he continues to carry that proverbial smoldering cinder and continues to create sparks as his educational journey progresses!
David response with:
Great thoughts on an inspiring chapter. It reminds me of a NatGeo episode about India's Cask system. A man and his family live at the bottom of the barrel. Considered dirty they can only do and go to certain places. BUT, this man's family has been keeping an ancient fire burning for centuries. Only this man and his family can perform sacred cremation ceremonies. So while he is shunned by everyone he is also very important to society.
This connects to the reading because many times we discredit others spark because it doesn't line up with ours or simply do not understand it. Keeping an open heart allows us to keep and open mind and thus perceive the realm of infinite possibility with clear vision.
Week 4: Free Choice: Response to Jenn Castro
Jenn wrote:
I would like to present at the Music Educators National Conference (MENC) put on by FMEA here in Florida. Since I have attended this conference many times in the past, I have a working knowledge of the quality of work that is presented here and I believe that my Project will be well-received by the conference participants. The more that I think about presenting at a conference of this type, the more I think that this might be possible and I get less and less intimidated.
Brainstorming Blog Part 1
Brainstorming Blog Part 2
CastroJenniferPubLeadProject
David responded with:
I think you are definitely on the right track! Be sure to raise the bar and bring something new and "EMDT" the presentation! I looked over your PPT and was very impressed with your research. I seems like you had a great turn out and were really able to get the students involved and keep them engaged. It also looks like you found some interesting results and have something worth presenting. I am very glad you found that Music Educators can elevate and push students more than expected. I hope to see these results used in more classrooms. We need more musicians!
I would like to present at the Music Educators National Conference (MENC) put on by FMEA here in Florida. Since I have attended this conference many times in the past, I have a working knowledge of the quality of work that is presented here and I believe that my Project will be well-received by the conference participants. The more that I think about presenting at a conference of this type, the more I think that this might be possible and I get less and less intimidated.
Brainstorming Blog Part 1
Brainstorming Blog Part 2
CastroJenniferPubLeadProject
David responded with:
I think you are definitely on the right track! Be sure to raise the bar and bring something new and "EMDT" the presentation! I looked over your PPT and was very impressed with your research. I seems like you had a great turn out and were really able to get the students involved and keep them engaged. It also looks like you found some interesting results and have something worth presenting. I am very glad you found that Music Educators can elevate and push students more than expected. I hope to see these results used in more classrooms. We need more musicians!
Sunday, May 22, 2011
Think Out Loud 1 and 2
I thought we were suppose to put these on our ARP website. I am putting it here just to cover all my bases.
Think Out Loud 1
I have no idea where to start looking to publish. I know that Dr. Bedard has a nice list of conferences and publications that we can use to start but I just don’t know that my research is that large. In fact I am slightly frustrated at the Full Sail folks for leading me this far without warning me that my plan would be rejected. My initial goal was to take this course to the district level and have it approved for Professional Development. I wanted to have every teacher have access to using this course to learn how to use the SRS. My goals and intentions about this have been clear from the beginning and I have prepared my ARP for that purpose. Now I am told that this is not good enough and I need to think broader. I can see how this is a a good thing and I agree but now that I am in month 11 I am frustrated that I was not encouraged earlier to change my thinking to a broader scope. I think at this point I am leaning towards a presentation at a conference and incorporating more about Schoology and how to use it into my presentation.
Think Out Loud 2.
I think I found one! I am a member of the VTEEA and they hold a conference every year. This isn’t the biggest conference but it is definitely the right audience. I want to pursue having a presentation at this event this Summer. I need to get my proposal in soon and it may be late but I emailed some folks and it sounds like I have a good change of getting in even if I am late submitting. I want to go hear because I want to start with a smaller audience and move to a larger audience as I develop and improve my presentation skills and topic. I know I am passionate enough to talk about Schoology but I am not sure that the SRS aspect of my ARP would fit the audience, or any audience. There are no publications by Promethean and my initial audience was to be my district. We are all in a unique situation in that every teacher in the district was just giving this technology without any training on how to use it. We now just let it sit around and do nothing. I know that I could find a well known publication or conference but the audience might be more interested in Schoology than the process I developed for teaching teachers how to use the system. The entire goal of my project was to develop a system that worked for MY district. A tailored way for our district leadership team to streamline the integration of this technology that is sitting doing nothing. There exists a real need for hundreds of people to take this course right now! I plan to pursue this avenue after graduation as well as present at VTEEA this Summer. I think both of these are a great way to gain exposure for my ARP and advance my Action Research to the next level.
Think Out Loud 1
I have no idea where to start looking to publish. I know that Dr. Bedard has a nice list of conferences and publications that we can use to start but I just don’t know that my research is that large. In fact I am slightly frustrated at the Full Sail folks for leading me this far without warning me that my plan would be rejected. My initial goal was to take this course to the district level and have it approved for Professional Development. I wanted to have every teacher have access to using this course to learn how to use the SRS. My goals and intentions about this have been clear from the beginning and I have prepared my ARP for that purpose. Now I am told that this is not good enough and I need to think broader. I can see how this is a a good thing and I agree but now that I am in month 11 I am frustrated that I was not encouraged earlier to change my thinking to a broader scope. I think at this point I am leaning towards a presentation at a conference and incorporating more about Schoology and how to use it into my presentation.
Think Out Loud 2.
I think I found one! I am a member of the VTEEA and they hold a conference every year. This isn’t the biggest conference but it is definitely the right audience. I want to pursue having a presentation at this event this Summer. I need to get my proposal in soon and it may be late but I emailed some folks and it sounds like I have a good change of getting in even if I am late submitting. I want to go hear because I want to start with a smaller audience and move to a larger audience as I develop and improve my presentation skills and topic. I know I am passionate enough to talk about Schoology but I am not sure that the SRS aspect of my ARP would fit the audience, or any audience. There are no publications by Promethean and my initial audience was to be my district. We are all in a unique situation in that every teacher in the district was just giving this technology without any training on how to use it. We now just let it sit around and do nothing. I know that I could find a well known publication or conference but the audience might be more interested in Schoology than the process I developed for teaching teachers how to use the system. The entire goal of my project was to develop a system that worked for MY district. A tailored way for our district leadership team to streamline the integration of this technology that is sitting doing nothing. There exists a real need for hundreds of people to take this course right now! I plan to pursue this avenue after graduation as well as present at VTEEA this Summer. I think both of these are a great way to gain exposure for my ARP and advance my Action Research to the next level.
Week 4: Free Choice: Publishing Project
This week we are presenting our publishing piece to the class or a small group of peers. I am certain this experience will be interesting and hope that it will be fun. I know that I am not excited to stay up late but I also know that I want good feedback. So I need to do unto others I would have them do provide the same level of feedback from beginning to end. For my publishing assignment I have chosen to do a presentation at a conference. I am pursuing the VTEEA Summer conference in August of this year. Im a member and plan to submit my presentation to them by the end of next week with the hopes that they will allow me to present. I am very excited that publishing is a part of this ARP. Many times I have great ideas but I am such a hard critic of myself that I never share them on a large scale. I let them work for and that is the end of the story. For this project I will be promoting and sharing and trying to get others to use my Schoology course to learn more about Promethean products. Maybe one day Promethean will hire me! I wish...
Week 4: The Art of Possibility 9 - 12
This week’s reading has really hit home with me. I am all about action and not talk. I feel that people who talk also blame and nothing every changes. This weeks reading is of the contrary. In chapter ten he talks about the choices I can make to change my world of possibility and untimely anything. I remind myself of this everyday. In fact when growing up anytime we had a tough time or an unexplainable thing would happen that was hard to deal with, my mom would say, “Let go and Let God.” Now I know this is a simple thing but when you really think about it or better, actually DO it, you realized that letting go and not worrying opens up lots of time to DO other things. And doing is what this week and life is all about. If you don’t like something do something to change it or change your opinion about it. Nothing else can happen and you can never expect others to change it for you.
It is from my mom that I also have that same drive to help others. Paying forward moments of opportunity by stepping aside and letting others shine is how I live my life! I am a foot washer. I put other before myself even when it hurts. I try hard to help those around me. In turn, and this is no joke, I am the happiest man in the world. I have not a single complaint in the world. I have a beautiful girlfriend, I have my dream job, I travel, I own real estate, I am fit. I have everything in life I want and I have no complaints about anything. I give credit to paying forward happiness to others for my own happiness. This is a perfect example of how this author is not telling me anything new but instead phrasing it in a way that is new and eye opening. I love it.
In response to creating a framework practice I have found that little notes about big ideas all over my life are perfect reminders of the things I need to hear to keep me in the right state of mind. A note about turning the other cheek in my car helps prevent road rage. A note about accepting everyone at my desk helps remind me that every student is different not wrong (and other teachers just have other ideas). After seeing these notes over and over in the same places the actions they evoke become habit and need no reminders.
The last practice is what I think I do best. I constantly find myself in the position of networker or connector. I seems to know someone who can do something for every situation in my life. Need an oil change, I know a guy. Need a banner, I know a guy. In some situations I am simply the missing piece to a more complicated puzzle and I am always will to fit myself into that puzzle. Someone needs a logo design, I can do it or I know a guy. You need a sign made, you want a website, show me how to photoshop this into that. These things to me are easy and readily available in my life but to others it is a large obstacle on the path of their quest in life. I help them pass it and they are able to move on. I have not done this for others many times but have had this done to me many times. In some situations I meet with someone that seems to be on my path for longer than just one favor and we begin to work in trade together. I do this and you do that. We become a team of strengths that work towards something bigger.
This image is from Creative Commons and was found on a Google Image search.
Wednesday, May 18, 2011
Week 3: The Art of Possibility 5-8: Response to Joanna
Joanna Puello writes:
MAC, Week 3, BP1 Reading: The Art of Possibility
I had a good laugh as I read through Chapter 4: “Leading From Any Chair” (The Art of Possibility by Rosamund & Ben Zander)! Ironically, the same day I read the chapter, my boss at the ESOL language center where I teach called me into her office. “I’ve gone by your classroom recently, and I’ve noticed you sitting a lot while you teach. None of the students have complained, but…try to stand more. You can always lean on your chair if necessary. But other than that, everything is fine!”
I nodded and said, “Ok.” (Not going to pick that one to battle!) Then I proceeded to ask her about my current group of students. When I got them, they had just failed Level 3, so I was assigned to re-teach the material. Some of the new students were ready to re-take the test even though we hadn’t finished all of the material because I had tailor-designed the classes so that their test taking would be more successful (and ultimately so that they would learn more English). “Can they re-take the test on Monday?” I asked.
“They don’t re-take the test,” she said, surprised at my question.
“They don’t?” I asked, even more surprised.
“No,” my boss responded, “Because what if they don’t pass the second time?”
Then they have a pretty rotten teacher! I thought to myself. I didn’t say anything but finally understood how my students got to Level 3 when they didn’t know many things that Level 2 students had mastered.
Later that day, I read “Leading From Any Chair”. I remembered my ESOL training through Cambridge University and how in one practice round, the trainer corrected me because I was towering of my students instead of crouching down to their desks. So which way is better? Do I stand or do I sit? Well, I stand while I teach when I need to write on the board or when the class activity naturally requires it. Otherwise, I feel honored to be “at the same level” as my students. What’s so important about standing? Is it to exert an aurora of leadership? If I’m an effective teacher, can’t I teach well from any part of the room? Evidently, standing up = effective teacher or energy or good communication or established authority for my boss. I, on the other hand, measure my success “from the twinkle in their eyes” (Ben Zander). I know that relating to my students (who are often far more accomplished or wealthy than I am) and respecting them as individual people gives me a connection with them and opens the gates to their hearts so that they will be motivated to listen to me talk about the fundamentals of English grammar. I also don’t need to stand to get control or to grab their attention. I can whisper, and they’re all ears because in the midst of the most complex grammar formula, I can insert content that touches their hearts and arouses their curiosity…and makes the keep coming back for more.
To keep my job, I’ll be sure to stand every time my boss comes around and CERTAINLY when the content inspires it. To keep my students, I’ll keep making their eyes twinkle.
David Hotler writes:
I love how you took this chapter and found a connection in your own life. Ironic that it is such a direct connection to the wording and ideas. You boss tells you to stand and you read a chapter called Leading from Any Chair. I find it interesting that your supervisor did not comment first on your ability to teach. I think focusing on this positive aspect of your classroom would have been at least the right thing to do from the beginning.
It is most encouraging to hear you say that you find getting to the level of the students to be the most effective what to teach them. I find that sitting next to students or crouching down and lowering my voices helps create a safe environment when we are speaking one-on-one. I also have a software on my Mac that enables me to control the mouse of my student and project their screen on the board. Many times when sitting at my desk I can answer several questions at once instead of individually. Great work deducing your own theory and staying true to your own teaching style.
MAC, Week 3, BP1 Reading: The Art of Possibility
I had a good laugh as I read through Chapter 4: “Leading From Any Chair” (The Art of Possibility by Rosamund & Ben Zander)! Ironically, the same day I read the chapter, my boss at the ESOL language center where I teach called me into her office. “I’ve gone by your classroom recently, and I’ve noticed you sitting a lot while you teach. None of the students have complained, but…try to stand more. You can always lean on your chair if necessary. But other than that, everything is fine!”
I nodded and said, “Ok.” (Not going to pick that one to battle!) Then I proceeded to ask her about my current group of students. When I got them, they had just failed Level 3, so I was assigned to re-teach the material. Some of the new students were ready to re-take the test even though we hadn’t finished all of the material because I had tailor-designed the classes so that their test taking would be more successful (and ultimately so that they would learn more English). “Can they re-take the test on Monday?” I asked.
“They don’t re-take the test,” she said, surprised at my question.
“They don’t?” I asked, even more surprised.
“No,” my boss responded, “Because what if they don’t pass the second time?”
Then they have a pretty rotten teacher! I thought to myself. I didn’t say anything but finally understood how my students got to Level 3 when they didn’t know many things that Level 2 students had mastered.
Later that day, I read “Leading From Any Chair”. I remembered my ESOL training through Cambridge University and how in one practice round, the trainer corrected me because I was towering of my students instead of crouching down to their desks. So which way is better? Do I stand or do I sit? Well, I stand while I teach when I need to write on the board or when the class activity naturally requires it. Otherwise, I feel honored to be “at the same level” as my students. What’s so important about standing? Is it to exert an aurora of leadership? If I’m an effective teacher, can’t I teach well from any part of the room? Evidently, standing up = effective teacher or energy or good communication or established authority for my boss. I, on the other hand, measure my success “from the twinkle in their eyes” (Ben Zander). I know that relating to my students (who are often far more accomplished or wealthy than I am) and respecting them as individual people gives me a connection with them and opens the gates to their hearts so that they will be motivated to listen to me talk about the fundamentals of English grammar. I also don’t need to stand to get control or to grab their attention. I can whisper, and they’re all ears because in the midst of the most complex grammar formula, I can insert content that touches their hearts and arouses their curiosity…and makes the keep coming back for more.
To keep my job, I’ll be sure to stand every time my boss comes around and CERTAINLY when the content inspires it. To keep my students, I’ll keep making their eyes twinkle.
David Hotler writes:
I love how you took this chapter and found a connection in your own life. Ironic that it is such a direct connection to the wording and ideas. You boss tells you to stand and you read a chapter called Leading from Any Chair. I find it interesting that your supervisor did not comment first on your ability to teach. I think focusing on this positive aspect of your classroom would have been at least the right thing to do from the beginning.
It is most encouraging to hear you say that you find getting to the level of the students to be the most effective what to teach them. I find that sitting next to students or crouching down and lowering my voices helps create a safe environment when we are speaking one-on-one. I also have a software on my Mac that enables me to control the mouse of my student and project their screen on the board. Many times when sitting at my desk I can answer several questions at once instead of individually. Great work deducing your own theory and staying true to your own teaching style.
Week 3: The Art of Possibility 5-8: Response to Ginny
Virginia Holm writes:
Week 3 Reading Blog Post
Chapter 5: Being a leader doesn’t mean being a dictator. I enjoyed this chapter because the authors learned that from experience. When you are good at something and want to teach others you don’t have to boast or make them feel inferior because they aren’t up to your expected skill level. I admire leaders who treat people as equals and mentor with honesty and integrity. I also like people who really know what they are doing. I try to put myself in my student’s seat when I teach. I don’t want to talk down to them or make them feel stupid for not learning or being as excited about learning as I expect them to be. You should know your audience and try to find a common ground. As for listening to people who can help you succeed, the key word is “listen”. Few people do that anymore. They think of a response as you are still speaking to them. Listening is a huge factor in success.
Chapter 6: I totally wrote down Rule number 6 – don’t take yourself so seriously. My husband used to tell me when we worked in sales together and I got so upset when a delivery went wrong, or someone cancelled an order “don’t sweat the small stuff, and it’s all small stuff.” A calm voice from a friend, coworker or a gentle inner reminder can often help a situation go from drama to calm and professional. Avoiding conflict and strife, whether it’s caused directly or indirectly allows you to pursue goals more clearly and successfully.
Chapter 7: Most of us want to succeed and advance yet only some of us will actually get there. Getting there is part luck, part knowledge, timing, and patience. While you shouldn’t accept your fate like the cow, having a good attitude like her is key. Panic and frustration reflect in your work and personality. Taking the time to learn how things flow, who everyone is and what role they play before pursuing your road to the top can make it a much smoother ride. It also would be wise to seek out a mentor from the “barn” that your are joining. You may be overlooked, but with the right attitude, good work ethic, and a few barn fans you’ll get there eventually.
Chapter 8: Sometimes it’s easier to shut out how your feel so you don’t get hurt. Even in the classroom you can come in on some days and are just off. Your defenses are up and it projects in your presentation. I’ve done that for whatever reason. A day gone bad, the cafeteria menu was not what I expected, my students didn’t do their homework… and every time my students pick up on it and ask “Mrs. Holm, are you in a bad mood today?” That totally snaps me out of it. There is no reason to bring your negative attitude to work or to the classroom. Your performance will always suffer and so will the respect of your peers and students. That being said, sometimes my students just don’t care. It would be easy to not care back, but I tend to do the opposite and work harder to find an element in the lesson that will spark their attention. The enthusiasm and energy I feel toward the topic will usually win them over. I try really hard to not let anyone leave my classroom with a negative experience.
David Hotler says:
Great farm reference about Chapter 7! I am currently working to do exactly what you mentioned. I listen, think before I act and make strong relationships with all friends. I want to be sure that when the time is right I will have the support I need to climb higher. With that said I have to remember to focus on my students and judge success by the many factors of their success. In reference to chapter 8 I try to do the same. Sometimes I come to work and I have a bad attitude or am having a bad day. I agree that it is best to leave that at home and if you find it at work to get over it. But I also think that sometimes it is good for your students to see a grumpy side of you. They can connect with the fact that you are human and we all have bad days. I like that when they approach you, you make an effort to fix your attitude and make the day better. If a teacher allows themselves to keep the grump then they can never expect students to shrug it off when they are in a crummy mood too. Thank you for leading by example.
Week 3 Reading Blog Post
Chapter 5: Being a leader doesn’t mean being a dictator. I enjoyed this chapter because the authors learned that from experience. When you are good at something and want to teach others you don’t have to boast or make them feel inferior because they aren’t up to your expected skill level. I admire leaders who treat people as equals and mentor with honesty and integrity. I also like people who really know what they are doing. I try to put myself in my student’s seat when I teach. I don’t want to talk down to them or make them feel stupid for not learning or being as excited about learning as I expect them to be. You should know your audience and try to find a common ground. As for listening to people who can help you succeed, the key word is “listen”. Few people do that anymore. They think of a response as you are still speaking to them. Listening is a huge factor in success.
Chapter 6: I totally wrote down Rule number 6 – don’t take yourself so seriously. My husband used to tell me when we worked in sales together and I got so upset when a delivery went wrong, or someone cancelled an order “don’t sweat the small stuff, and it’s all small stuff.” A calm voice from a friend, coworker or a gentle inner reminder can often help a situation go from drama to calm and professional. Avoiding conflict and strife, whether it’s caused directly or indirectly allows you to pursue goals more clearly and successfully.
Chapter 7: Most of us want to succeed and advance yet only some of us will actually get there. Getting there is part luck, part knowledge, timing, and patience. While you shouldn’t accept your fate like the cow, having a good attitude like her is key. Panic and frustration reflect in your work and personality. Taking the time to learn how things flow, who everyone is and what role they play before pursuing your road to the top can make it a much smoother ride. It also would be wise to seek out a mentor from the “barn” that your are joining. You may be overlooked, but with the right attitude, good work ethic, and a few barn fans you’ll get there eventually.
Chapter 8: Sometimes it’s easier to shut out how your feel so you don’t get hurt. Even in the classroom you can come in on some days and are just off. Your defenses are up and it projects in your presentation. I’ve done that for whatever reason. A day gone bad, the cafeteria menu was not what I expected, my students didn’t do their homework… and every time my students pick up on it and ask “Mrs. Holm, are you in a bad mood today?” That totally snaps me out of it. There is no reason to bring your negative attitude to work or to the classroom. Your performance will always suffer and so will the respect of your peers and students. That being said, sometimes my students just don’t care. It would be easy to not care back, but I tend to do the opposite and work harder to find an element in the lesson that will spark their attention. The enthusiasm and energy I feel toward the topic will usually win them over. I try really hard to not let anyone leave my classroom with a negative experience.
David Hotler says:
Great farm reference about Chapter 7! I am currently working to do exactly what you mentioned. I listen, think before I act and make strong relationships with all friends. I want to be sure that when the time is right I will have the support I need to climb higher. With that said I have to remember to focus on my students and judge success by the many factors of their success. In reference to chapter 8 I try to do the same. Sometimes I come to work and I have a bad attitude or am having a bad day. I agree that it is best to leave that at home and if you find it at work to get over it. But I also think that sometimes it is good for your students to see a grumpy side of you. They can connect with the fact that you are human and we all have bad days. I like that when they approach you, you make an effort to fix your attitude and make the day better. If a teacher allows themselves to keep the grump then they can never expect students to shrug it off when they are in a crummy mood too. Thank you for leading by example.
Monday, May 16, 2011
Week 3: Free Choice: Abstract Writing
This week the project is to write an abstract for our Action Research project. I am writing this blog to help others and myself remember/learn what an abstract is and how is should be written. Just about all the dictionary and answer sites I looked at say it is a summary of a book, article, or formal speech. Our course instructor this month stresses the importance that our abstract be 120 words or less. I think is is due in part to search queries and interest levels. We want people to be able to see the entire abstract while shuffling through search results and we also want to hold their attention just long enough to get out point across. Here is what Joe said he is looking for when he reads out abstract.
120 words. No more and not much less.
1st sentence: The research question. Make sure this is simple and can be related too by others not just yourself the expert.
2nd sentence: Note your literature review and the 3 subtopics you covered that support your project.
3rd sentence: Cover your methodology (this might be two sentences). How do you accomplish what you are teaching or doing? This one is tough.
4th sentence: What are the results of your research? What the heck happened?
5th sentence: What is the conclusion of the study?
Photo taken as a screen shot by David Hotler on a google search result.
Week 3: The Art of Possibility 5-8
First and foremost Rule Number six should be rule number one for all teachers. I try to be sure not to take myself or my course too seriously. In the grand scheme of the world learning photography and photoshop is not that important. However, for some students my class is a doorway to a passion they never knew they had and leads to wonderful things. Taking things too seriously can make things no fun and who wants to spend the rest of there lives having no fun at what they do?
Next, I want to make the students the leaders. I admit from day one that I am still a student of photography and photoshop and will always remain that way. I am simply a student who has been doing it longer and with great intensity than the students just taking my course. I tell them that if they know something they should shout it out. If I am wrong they should shout it out. I want the students to realize that we are all in this together and they are just as powerful in the classroom as I am. This coming year I hope to take this one step further and have the students make their very own tutorial in photoshop. That means they need to create something and then walk the class through how they made in a way that everyone can understand. This makes them the leader and the expert and enables them to be that leader outside of their seat in my classroom.
Our work is never done. I tell me students all the time that the work they do in my class is never finished, it is always a work in progress. This leaves some students in distress so I do let them know that somethings just come to a nice stopping point but are never finished. As they work on Photoshop projects I want them not to think the assignment is to make theirs look like mine but to realize that the journey is the destination and creativity is not about conformity but about making something unique. As long as the student can show me they understand the given tool or technique we are learning I have no problem with them turning in something that looks different than my teacher example.
The last great thing that I have realized from this weeks reading and from my time at Full Sail is that passion is the most powerful motivator of students. If you allow students to work on something they are passionate about you will have to force them to stop (if you so choose). All of the projects that I assign are built in a way that allows students to incorporate a part of their personal life that they are passionate about. This might be a pet, a birthday invitation, or a photo retouch job for their grandma. No matter what when I allow student to work on something they care about they always work harder and to a greater degree of complexity. As this is true with my students it is also true with me. When I start to plan projects I pick something that interests me as well. Now this means creating something new each year and in turn more work but I find that I am more passionate when teaching if I am teaching something I really care about.
This image is protected under the creative commons license at http://creativecommons.org/
This image was found on Google Images.
Sunday, May 15, 2011
Week 2: Free Choice: WIMBA
The WIMBA this week was admittedly a bit redundant. I spend a significant amount of time in Week One watching videos that introduced copyright, videos about copyright, and videos that reviewed everything we just heard about copyright. I wrote a blog about copyright, did some additional research, and then responded to other blogs about copyright. When WIMBA week two came around I was disappointed that what was covered was pretty much a review of week one and not deep thought into what was learned. I understand that we are trying to stay black and white about copyright because of the subjects depth but I felt like I was watching a live version of the same videos I had just watched. I would have enjoyed a deeper look into specific cases o
With that said however, I think the lesson on copyright was great! I feel as though I have a much better understanding of what I am permitted to do and use. I also feel better equipped to support my students as they navigate this increasingly stringent world in their pursuit to make money in a legal way.
With that said however, I think the lesson on copyright was great! I feel as though I have a much better understanding of what I am permitted to do and use. I also feel better equipped to support my students as they navigate this increasingly stringent world in their pursuit to make money in a legal way.
Week 2: Art of Possibility Response 2
Brett Wilson writes:
Wk 2 Reading: The Art of Possibility
Zander’s book was quite enlightening and motivating about the possibilities that lie ahead. He began by challenging the reader to break out of the confinement that our mind has put us in—the position of “it’s not possible.” Rather, once we enlarge the box from which we think, the possibilities become much greater, as well.
Zander provided two great concepts that I will walk away from with great hopes of application. The first is giving an A. He is quite right when he states that grades are really the comparing of one student to another and often show little of the transformation that has taken place within the student. Instead, he gives every student an A if they simply write a letter of the person they wish to be a year from now. He states his hope is that each student would fall in love with that person of which they write so that transformation becomes a passion of their own. One of the most amazing quotes from the book is this, “This A is not an expectation to live up to, but a possibility to live into.” Expectations are normally piled high with thoughts of failure and unbelievable amounts of stress. Possibilities, however, provide positive, “take-charge” success.
The second is the thought of being a contribution. Life is simply about contribution. And it’s not about how much or if it’s enough, it’s simply, “Will you contribute today?” For students to believe that they are a gift to others would be more than life changing for most. I work in a school district where students’ spirits seem beaten and opportunity and possibility insurmountable. How much would this change if they believed this simple sentence, “You are a gift to others.” Zander challenges the students at the Conservatory to write about this specifically. I too plan to challenge my students to write in hopes that they believe it and that possibilities appear reachable.
Image taken from www.flickr.com with Attribution in Creative Commons.
Some rights reserved by p_c_w
Posted by Brett Wilson at 5:46 AM
1 comments:
David Hotler said...
Brett,
Great deduction of the reading. I am encouraged by your insight on how you plan to use your favorite parts of the book in your own classroom. I too was moved by the Giving of an A section and really see a new path of encouragement for students in his approach to passion creation. I challenge you to have your students do the same and hold them to it. I also challenge you to show each student that they are a contribution of the world around them and have amazing potential in this world. Even achievement on a small scale is a contribution that can have a profound impact on the world. Great work!
-David
Wk 2 Reading: The Art of Possibility
Zander’s book was quite enlightening and motivating about the possibilities that lie ahead. He began by challenging the reader to break out of the confinement that our mind has put us in—the position of “it’s not possible.” Rather, once we enlarge the box from which we think, the possibilities become much greater, as well.
Zander provided two great concepts that I will walk away from with great hopes of application. The first is giving an A. He is quite right when he states that grades are really the comparing of one student to another and often show little of the transformation that has taken place within the student. Instead, he gives every student an A if they simply write a letter of the person they wish to be a year from now. He states his hope is that each student would fall in love with that person of which they write so that transformation becomes a passion of their own. One of the most amazing quotes from the book is this, “This A is not an expectation to live up to, but a possibility to live into.” Expectations are normally piled high with thoughts of failure and unbelievable amounts of stress. Possibilities, however, provide positive, “take-charge” success.
The second is the thought of being a contribution. Life is simply about contribution. And it’s not about how much or if it’s enough, it’s simply, “Will you contribute today?” For students to believe that they are a gift to others would be more than life changing for most. I work in a school district where students’ spirits seem beaten and opportunity and possibility insurmountable. How much would this change if they believed this simple sentence, “You are a gift to others.” Zander challenges the students at the Conservatory to write about this specifically. I too plan to challenge my students to write in hopes that they believe it and that possibilities appear reachable.
Image taken from www.flickr.com with Attribution in Creative Commons.
Some rights reserved by p_c_w
Posted by Brett Wilson at 5:46 AM
1 comments:
David Hotler said...
Brett,
Great deduction of the reading. I am encouraged by your insight on how you plan to use your favorite parts of the book in your own classroom. I too was moved by the Giving of an A section and really see a new path of encouragement for students in his approach to passion creation. I challenge you to have your students do the same and hold them to it. I also challenge you to show each student that they are a contribution of the world around them and have amazing potential in this world. Even achievement on a small scale is a contribution that can have a profound impact on the world. Great work!
-David
Week 2: Art of Possibility Response 1
Sue Parker writes:
It didn’t take long for me to get hooked on the required reading, “The Art of Possibility” for my Month 11 class, Media Asset Creation. When I got to page 4 and read…
Standard social and business practices are built on certain assumptions - shared understandings that have evolved from older beliefs and conditions. And while circumstances have changed since the start of these practices, their continued use tends to reconfirm the old beliefs. For this reason our daily practices feel right and true to us regardless if they have evolved to keep up with the pace of change.
…I mentally exclaimed “Bingo!”, logged on to Amazon and bought eight additional copies – one for each administrator and academic dean at my high school. Then I bought the audiobook for me.
That one passage sums up what I have been saying for the past six years. My line has always been, “Geometry concepts may not have changed since the days of Euclid, but the students sitting in front of you have. Therefore, the content delivery must change to keep up with those students.” Sure, you’ve always done it that way – and yes, it may still work, but perhaps – just perhaps – there is another way that may really excite your students and, at the same time, get you re-stoked as well. Win-win.
The next bookmark came on page 46 (which is not to say that from 5-45 there were no aha! moments, just no bookmarks)…
How often do we stand convinced of the truth of our early memories, forgetting that they are assessments made by a child?
…Broccoli.
Yes, broccoli. I don’t know if I ever really had tried broccoli. But somewhere, I made the judgment that I didn’t like it. I consciously, yet graciously, declined all offers of the little green florets for all of my adult life…until two years ago. I went on some boxed diet plan and broccoli (although not listed among the ingredients, or surely I would have avoided that purchase) was sprinkled throughout the meal. Unavoidable. I scraped and pushed as much as I could, but some of that green stuff leapt upon the fork anyway – I had to eat it. Clearly, there’s no climax to the story here – I found it quite tasty and now actually rejoice to find broccoli as the vegetable of the day anytime I dine out.
So what have I learned? Clearly, I've learned to re-examine my judgments. To ask, "Why do I think that?". And to ask - was the reasoning ever valid? If so, is it still valid? And to make a choice - a conscious choice - from there.
Another point well made by the Zanders was that of “survival thinking”. I get caught up in this all the time. Someone asks a simple question and my first thought is “What’s the real question?” Someone pays I compliment, and I think “What does he really want?”. I’m sure I was not born paranoid, but I have evolved into being so. And yes – a valuable, but limited resource – energy – is dramatically taxed in an effort to remain so paranoid. It would behoove me, and make others around me happier, if I re-directed that energy in a more positive fashion. I’ll try. But just as it states on page 4 – those daily practices feel right and true. I’ve become accustomed to the paranoia and don’t even recognize it as such.
The competency ladder (and numerous other labels for the theory) is attributed to many possible authors. I prescribe to the theory. Prior to reading, I could easily describe myself as unconsciously incompetent – paranoid, and not really knowing it. I need to put what I’m thinking and feeling and making appropriate changes on my learning spectrum. In doing so I’ll climb to the second rung of the ladder: being consciously incompetent – paranoid and knowing it. The next step will require that I make a conscious effort to relax – consciously competent. Sooner or later, the hope is to reach the top rung of the ladder: unconsciously competent – relaxed, open and not having to think about being so. It’s a long journey. And I shall slip back often. But, eventually, I’ll get there.
Image: http://www.flickr.com/photos/ykjc9/2579890315 Creative Commons License
1 comments:
David Hotler said...
Sue,
You have truly unfolded the mystery behind the first few chapters of the book. I love you went ahead and bought books for your administrators and the audiobook for yourself. This shows you really do see something in the reading. It is almost as if it is the way they say it and not what is said. For example your geometry analogy is nothing profound. We all know math is pretty concrete and we all know that students are changing. But they way the Zander’s put it in your quote adds a certain validity to the notion that we need to adapt and change.
I love your thoughts on the broccoli. I once dated a girl who hated fruit. It was beyond me that she could hate natures candy. Over the course of a few conversations I came to realize she had a bad memory associated with strawberries at an early age and from then on fruit was to suffer in her diet. I found it mind boggling that when she tasted fruit she liked the taste but HATED the act of eating, preparing, or selecting fruit to eat. The bad memory was so connected to fruit that her taste buds had no control over her reaction. It was only after investigating the memory and deducing that it was a silly childhood prank of a memory and she could let it go that she was able to fight past her hatred for fruit.
Thanks for your insight!
-David
It didn’t take long for me to get hooked on the required reading, “The Art of Possibility” for my Month 11 class, Media Asset Creation. When I got to page 4 and read…
Standard social and business practices are built on certain assumptions - shared understandings that have evolved from older beliefs and conditions. And while circumstances have changed since the start of these practices, their continued use tends to reconfirm the old beliefs. For this reason our daily practices feel right and true to us regardless if they have evolved to keep up with the pace of change.
…I mentally exclaimed “Bingo!”, logged on to Amazon and bought eight additional copies – one for each administrator and academic dean at my high school. Then I bought the audiobook for me.
That one passage sums up what I have been saying for the past six years. My line has always been, “Geometry concepts may not have changed since the days of Euclid, but the students sitting in front of you have. Therefore, the content delivery must change to keep up with those students.” Sure, you’ve always done it that way – and yes, it may still work, but perhaps – just perhaps – there is another way that may really excite your students and, at the same time, get you re-stoked as well. Win-win.
The next bookmark came on page 46 (which is not to say that from 5-45 there were no aha! moments, just no bookmarks)…
How often do we stand convinced of the truth of our early memories, forgetting that they are assessments made by a child?
…Broccoli.
Yes, broccoli. I don’t know if I ever really had tried broccoli. But somewhere, I made the judgment that I didn’t like it. I consciously, yet graciously, declined all offers of the little green florets for all of my adult life…until two years ago. I went on some boxed diet plan and broccoli (although not listed among the ingredients, or surely I would have avoided that purchase) was sprinkled throughout the meal. Unavoidable. I scraped and pushed as much as I could, but some of that green stuff leapt upon the fork anyway – I had to eat it. Clearly, there’s no climax to the story here – I found it quite tasty and now actually rejoice to find broccoli as the vegetable of the day anytime I dine out.
So what have I learned? Clearly, I've learned to re-examine my judgments. To ask, "Why do I think that?". And to ask - was the reasoning ever valid? If so, is it still valid? And to make a choice - a conscious choice - from there.
Another point well made by the Zanders was that of “survival thinking”. I get caught up in this all the time. Someone asks a simple question and my first thought is “What’s the real question?” Someone pays I compliment, and I think “What does he really want?”. I’m sure I was not born paranoid, but I have evolved into being so. And yes – a valuable, but limited resource – energy – is dramatically taxed in an effort to remain so paranoid. It would behoove me, and make others around me happier, if I re-directed that energy in a more positive fashion. I’ll try. But just as it states on page 4 – those daily practices feel right and true. I’ve become accustomed to the paranoia and don’t even recognize it as such.
The competency ladder (and numerous other labels for the theory) is attributed to many possible authors. I prescribe to the theory. Prior to reading, I could easily describe myself as unconsciously incompetent – paranoid, and not really knowing it. I need to put what I’m thinking and feeling and making appropriate changes on my learning spectrum. In doing so I’ll climb to the second rung of the ladder: being consciously incompetent – paranoid and knowing it. The next step will require that I make a conscious effort to relax – consciously competent. Sooner or later, the hope is to reach the top rung of the ladder: unconsciously competent – relaxed, open and not having to think about being so. It’s a long journey. And I shall slip back often. But, eventually, I’ll get there.
Image: http://www.flickr.com/photos/ykjc9/2579890315 Creative Commons License
1 comments:
David Hotler said...
Sue,
You have truly unfolded the mystery behind the first few chapters of the book. I love you went ahead and bought books for your administrators and the audiobook for yourself. This shows you really do see something in the reading. It is almost as if it is the way they say it and not what is said. For example your geometry analogy is nothing profound. We all know math is pretty concrete and we all know that students are changing. But they way the Zander’s put it in your quote adds a certain validity to the notion that we need to adapt and change.
I love your thoughts on the broccoli. I once dated a girl who hated fruit. It was beyond me that she could hate natures candy. Over the course of a few conversations I came to realize she had a bad memory associated with strawberries at an early age and from then on fruit was to suffer in her diet. I found it mind boggling that when she tasted fruit she liked the taste but HATED the act of eating, preparing, or selecting fruit to eat. The bad memory was so connected to fruit that her taste buds had no control over her reaction. It was only after investigating the memory and deducing that it was a silly childhood prank of a memory and she could let it go that she was able to fight past her hatred for fruit.
Thanks for your insight!
-David
Friday, May 13, 2011
wk2 reading – The Art of Possibility: 1-4
In The Art of Possibility by Rosamund Stone Zander and Benjamin Zander the reader is confronted with an interesting spin on self help for life adjustment. The main story line of the book is actually broken into stories that help support the through line and theme. After reading the introduction and first four practices I have been impressed with the authors’ abilities in sharing moving, eye witness stories about life and the obstacles of human nature. The book is meant to be a guide for practice and each story supports the need for or outcomes of each practice.
I like that the purpose is to identify in my life the examples shared and then practice ways to see the world differently. I have always been a believer in the notion that the world around me is created by my thoughts and desires. The reality I live in is simply my perception of the world and I have built into me a set of filters that allow me to see things based on my tendencies. I think the first part of the book is hinting at the idea that these filters are many times uncontrollable and learned from family, friends, and the many communities in which we belong.
The ideas presented by the authors about giving an A are most interesting to me. I work in an environment where students are unmotivated by the success of good grades in school. Parents are less interested in celebrating academic achievements and students in turn take things less serious. This environment presents many challenges that I think this book can help to address. To this point I have been using grades as the only factor of success in my courses. In the reading the authors share ideas about grades by telling a story of a pedagogical technique for motivating students to work hard to earn a grade. The idea is that students write a letter to the instructor as if they had just received an A at the completion of the course. The students are to outline everything they did during the time of the course to earn that A. The instructor then uses that criteria to challenge the students by saying they will earn that grade if they complete their own list. I am moved by this because the student takes control of their education and is motivated by the ability to learn what they want.
I am very excited to continue reading and finding ways to use these practices in my everyday life. Check out the book here!
Saturday, May 7, 2011
Week 1: Free Choice: WIMBA & Lit Review
So this week in WIMBA we did a course overview and really talked about everything that needs to be turned it. Most of what we talked about was covered in the intro videos but this time around we were able to ask questions and get clarification. To get ready for this class I had to do my usual; make a list. I wrote out all of the nitty gritty things we need to do each week and action items for each assignment. Then I wrote when I want to have them completed. I really love making lists and crossing things off of them. I also still enjoy keeping my lists on real paper with a pen. I think this is the only part of my life that is old school.
Also, this week we need to turn in our Literature Review. I have to admit before I did my Action Research and even before this program, I had never written a literature review or even read one. I wasn’t even sure what it was when it was assigned to me. Now that I have written one I think they are great. It is a perfect way to sot of justify doing your research without having to prove that you are right or wrong. You are just vindicating your actions. All in all I actually liked writing this literature review and wouldn't be too upset in the future if I had to write another. I might not do it for fun but I did enjoy myself. Thanks!
Also, this week we need to turn in our Literature Review. I have to admit before I did my Action Research and even before this program, I had never written a literature review or even read one. I wasn’t even sure what it was when it was assigned to me. Now that I have written one I think they are great. It is a perfect way to sot of justify doing your research without having to prove that you are right or wrong. You are just vindicating your actions. All in all I actually liked writing this literature review and wouldn't be too upset in the future if I had to write another. I might not do it for fun but I did enjoy myself. Thanks!
Week 1: Copyright Issues Response 2
Week #1 Reading Copyright Issues by: Sandy Lopez
Wow! What a thorough discussion about copyright issues. I’ve never heard it explained so succinctly. There is certainly much that needs to be considered and I can see the “gray” areas, of copyright issues when it comes to creative license. I found the 10 Big Myths about Copyright Explained, (materials from Brad Templeton) which Joe explained so well. The reference sites, certainly give us a wealth of information to answer any questions we may have about getting our own creative work copyrighted, if we want to protect work. The subject is a complicated and the use of expanding technologies has confused the question about what is a violation of fair-use, copyright infringements and such. I found these videos to give us wonderful clarification about how and when we can use materials. The concepts that Larry Lessig shared In the TED Talk, gave us great food for thought, because our kids are creating and using these technologies to create and expand culture on a hugely global level. I’ve not thought much before about the concepts he shared as “reviving the read-write” philosophies. I’ve just recently learned about the “remix” culture through my 26-year-old son, and while the videos my sons shares with me (which are remixes of Disney materials, as well as others) are funny and entertaining, copyright permissions, were one of the first things I wondered about. Larry’s discussion gave us a great history lesson in the shift of culture and how our kids are using it. I am of the generation that was the passive group, observing history and our kids of today are the creators, using these new technologies to express themselves in wonderfully creative ways, which should not be hampered. His comment about “kids live life knowing they are living illegal”, struck me because if copyright issues change, they do not need to create in the shadows. The Creative Commons infrastructure is one way this can change, and was an interesting piece to learn about the different and many ways artists can create and still be protected. His solutions to allow artists to choose how their work should be used and business to embrace a philosophy of “freer content” make sense.
David Hotler said...
I like that you highlighted comments from Larry about children creating in the shadows and hiding these amazing works to avoid a lawsuit over a silly video that helped them sharpen their skills. How can these production companies expect to get great high level producers of digital media if kids never have the opportunity to practice and play growing up? Not every kid can afford a camera and a laptop, on top of that expense we drop the threat of copyright, and now we have squashed all creativity.
Also I am glad you at least mentioned Disney who is one of the largest thieves of all time. Stealing stories from the public domain and making billions of dollars on them while giving nothing back to the cultures and people who have kept them alive. Image them making a fairytale about your life and then saying they didn't owe you anything for it and oh, yeah, they own the rights to it so you have to buy a copy and can't do anything with it. Our country needs to take a serious look at our copyright laws and assess whether or not we are helping or hurting by only allowing the rich to create and protect.
Wow! What a thorough discussion about copyright issues. I’ve never heard it explained so succinctly. There is certainly much that needs to be considered and I can see the “gray” areas, of copyright issues when it comes to creative license. I found the 10 Big Myths about Copyright Explained, (materials from Brad Templeton) which Joe explained so well. The reference sites, certainly give us a wealth of information to answer any questions we may have about getting our own creative work copyrighted, if we want to protect work. The subject is a complicated and the use of expanding technologies has confused the question about what is a violation of fair-use, copyright infringements and such. I found these videos to give us wonderful clarification about how and when we can use materials. The concepts that Larry Lessig shared In the TED Talk, gave us great food for thought, because our kids are creating and using these technologies to create and expand culture on a hugely global level. I’ve not thought much before about the concepts he shared as “reviving the read-write” philosophies. I’ve just recently learned about the “remix” culture through my 26-year-old son, and while the videos my sons shares with me (which are remixes of Disney materials, as well as others) are funny and entertaining, copyright permissions, were one of the first things I wondered about. Larry’s discussion gave us a great history lesson in the shift of culture and how our kids are using it. I am of the generation that was the passive group, observing history and our kids of today are the creators, using these new technologies to express themselves in wonderfully creative ways, which should not be hampered. His comment about “kids live life knowing they are living illegal”, struck me because if copyright issues change, they do not need to create in the shadows. The Creative Commons infrastructure is one way this can change, and was an interesting piece to learn about the different and many ways artists can create and still be protected. His solutions to allow artists to choose how their work should be used and business to embrace a philosophy of “freer content” make sense.
David Hotler said...
I like that you highlighted comments from Larry about children creating in the shadows and hiding these amazing works to avoid a lawsuit over a silly video that helped them sharpen their skills. How can these production companies expect to get great high level producers of digital media if kids never have the opportunity to practice and play growing up? Not every kid can afford a camera and a laptop, on top of that expense we drop the threat of copyright, and now we have squashed all creativity.
Also I am glad you at least mentioned Disney who is one of the largest thieves of all time. Stealing stories from the public domain and making billions of dollars on them while giving nothing back to the cultures and people who have kept them alive. Image them making a fairytale about your life and then saying they didn't owe you anything for it and oh, yeah, they own the rights to it so you have to buy a copy and can't do anything with it. Our country needs to take a serious look at our copyright laws and assess whether or not we are helping or hurting by only allowing the rich to create and protect.
Week 1: Copyright Issues Response 1
Wk1 Reading Copyright by Jana Claybrook
The copyright videos were interesting and a little overwhelming. I was totally oblivious to the depth of the piracy on media. The film “Good Copy/Bad Copy” opened my eyes to the extent of the piracy not only on music but on the motion picture industry as well. I have always wondered about those advertisements at the beginning of DVD’s about piracy being against the law. I guess I thought it was geared more towards big time offenders than just everyday people.
This program at Full Sail has certainly heightened my awareness of copyright issues. I have on numerous occasions searched for copyright free images and have been disappointed when I open the image. Most images appear with the statement “This image may be subject to copyright”.
What does that really mean? Where can I find material?
As I am immersed into the legal and illegal aspects of copyrighting this month, I hope to gain the necessary information to better educate my students.
We must prepare our students for success in the future by urging them to create original work and educating them on the laws of copyrighting.
David Hotler said...
I found the amount of videos to also be overwhelming. I broke up my time watching them over two nights and even re-watched a few sections of the Creative Commons videos. It seems like finding something online that you are ok to use is such a daunting task. It is SOO easy to find something and use it yet the consequence can be outrageous. I hope you found the videos in Part 3 about Creative Commons as helpful as I did. I am now making it mandatory for my students that for all assignments that use outside images they must be taken from creative commons and must not have the non-dirivitive icon. This lesson has also sparked the idea in me that we need to cover copyright right from the start instead of waiting until the second term. Great post!
The copyright videos were interesting and a little overwhelming. I was totally oblivious to the depth of the piracy on media. The film “Good Copy/Bad Copy” opened my eyes to the extent of the piracy not only on music but on the motion picture industry as well. I have always wondered about those advertisements at the beginning of DVD’s about piracy being against the law. I guess I thought it was geared more towards big time offenders than just everyday people.
This program at Full Sail has certainly heightened my awareness of copyright issues. I have on numerous occasions searched for copyright free images and have been disappointed when I open the image. Most images appear with the statement “This image may be subject to copyright”.
What does that really mean? Where can I find material?
As I am immersed into the legal and illegal aspects of copyrighting this month, I hope to gain the necessary information to better educate my students.
We must prepare our students for success in the future by urging them to create original work and educating them on the laws of copyrighting.
David Hotler said...
I found the amount of videos to also be overwhelming. I broke up my time watching them over two nights and even re-watched a few sections of the Creative Commons videos. It seems like finding something online that you are ok to use is such a daunting task. It is SOO easy to find something and use it yet the consequence can be outrageous. I hope you found the videos in Part 3 about Creative Commons as helpful as I did. I am now making it mandatory for my students that for all assignments that use outside images they must be taken from creative commons and must not have the non-dirivitive icon. This lesson has also sparked the idea in me that we need to cover copyright right from the start instead of waiting until the second term. Great post!
Friday, May 6, 2011
Week 1: Copyright Issues parts 1-3
The issue of copyright is very complex and deeply rooted in politics and money. Most are either with it or against it. With this type of system the only way that anyone can make money is if everyone agrees. Either we all accept copyright and feed the system or we throw it out the window and let things run wild. Both produce profits but in different ways. Good Copy, Bad Copy and the Expert Village videos both support the idea that getting rid of copyright will foster creativity (outlined mostly was the music industry) because everyone will be able to use everything and only pay when they themselves make money. I interviewed a 7th grader last weekend that is earning almost $4,000 a month from YouTube by attracting 25,000 subscribers and regularly posting content. To make this kind of money he first had to give the content away in a public forum and let the masses vote by simply watching. Once he was earning enough views, YouTube started sharing profits. As a viewer of this content the only price I pay is the invasion of an ad into my life. A corporation simply piggy backs on the media movement. This type of content distribution and consumption is healthy for business and provides a flooding of content that companies don’t have to create but can leverage all while benefiting the author. If you ask me that is a win win. I predict that if you give the same student access to any and all content created, like music and video, he will use it to support his own creations and encourage others to do the same. I think the effect with multiply almost exponentially and be widely accepted. As basic as it may be, I can already edit video on my iPhone.
So copyright is a big evil monster that hovers over us but I see people using other’s work all the time, what is that about? That is called fair use and is perfectly normal. Fair use is not a law but a defendable position. This basically means that if someone comes after you and you have your stuff together, chances are you are protected under fair use. The most exciting part of fair use is that organizations have released guides about fair use and what that organizations stance is on fair use policy. Sort of a how to guide. As soon as I heard this I was immediately intrigued and knew I needed these guides for my classroom. A large part of what I teach in my courses is the ethic use and protect of content. Children today have no concept of copyright or fair use. They think that if it is on the internet that means someone gave it away and never want compensation. Many of them have gotten notices in the mail about illegal downloading from their ISP and have had a rude awakening.
I think the biggest divide that students struggle with is the idea that Fair Use is deeply rooted in the word Fair. They want to get rich quick and get everyone to notice them at any cost. They do not have a respect for the hard work it takes to create content that someone wants to purchase. I want to teach them about Fair Use and Creative Commons so they understand how the system works and gain and ethical understanding of the situation.
I think the most productive parts of these videos however, are the Creative Commons clips and the coverage of what we can do and take action with in the US to promote free content sharing. Creative Commons is an adaptation of the current system that has the potential to set new standards for content sharing and licensing. Again the same issue arises and the question becomes, can everyone taking hold of a new standard. I predict that this new level of thinking will also come with a new wave of much needed ethics. But first the system needs to be made into law and people need to be educated about Creative Commons. Take action today! Use creative commons in the classroom and have your students do the same! The only way we the people can take control of our content is demand that right.
Image from Creative Commons
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