Brainstorming on wikis

Below is how I’m envisioning introducing the wiki assignment:

I. Explanation
A. Explain to students what I’m doing for my graduate class
B. Explain to students what a wiki is

II. Modeling
A. Show students where the wiki is, how to access it, how to add various items, etc.

III. Rules/Regulations
A. Go through parameters – what is acceptable and what isn’t
1. Links
2. Language
3. The rules in the classroom apply – even when you aren’t in the classroom
B. Have students sign off on wiki agreement (it’s on Vennemeyer’s wiki under “Getting Started”)
C. Put notice on Edline for parents; have parents sign off, too

Wiki ideas:
· I want it to be private: just my students and me
· I’ll have my wiki page (so I can model for my students). Students will then access their pages from my page. (Is this right???)
· I want students to post various items. In the beginning, they’ll post the various things they love (music, movies, favorite excerpts from the stuff they’ve read, etc.) to show their individuality. I’ll have students open discussions; they’ll respond to other students’ likes/dislikes (and I’ll respond, too).
· Later, students will post excerpts of their writing, where they’ll work on various writing skills (e.g. characterization; symbolism; grammar; punctuation; etc.)
· Students will also post various texts they’ve found, and then open a discussion on those texts. Students (and I) will be able to have a conversation about the postings.
· Occasionally I’ll post various texts and have students discuss (and I’ll provide feedback, too).

Blog ideas:
· I want students to read my blog daily. My blog will be general musings, but it’ll also be me talking about writing and analyzing literature, and me modeling various skills we go through in class. I’ll also post links for students on various items (from my favorite You Tube videos to grammar exercises on the web to writing I’ve discovered that I want students to copy and paste and analyze on their wikis).

NETS T2 (Sounds like a sequel!)

I wanted to provide some context for these posts, in case those reading these fascinating blogs aren't sure of who I am or what I'm doing.

As it says in my profile, I'm an honors English teacher at Mason High School in Ohio. I'm taking EDT 610, a graduate class at Miami University - although, sadly, I'm not visiting the Oxford campus every Wednesday night (the class is meeting on the Mason campus).

This class is helping us teachers learn about incorporating technology in the classroom: how can we move our teaching into the 21st century?

This blog is dedicated to the second indicator for the National Education Technology Standards (for Teachers), which is the following:

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching

By the way, click here to see all the indicators:
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

I'd like to focus on two of the aspects of indicator 2:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

I've decided that designing a wiki is my technology of choice for this class. I'd like to design lessons/activities that incorporate wikis, for several reasons:
1. I'd like to let students show off their creativity/individuality. This is really important to me to try to get students to do this in the beginning of the trimester/year. We teachers are constantly trying to get students to work on their writing "voice" (their unique writing personality). I also want students to show off their unique personality in classroom discussions/activities. A lot of times, with lectures and other activities, I rarely get to hear from students or see their personalities/creativity. I do one activity in the beginning of the year: students choose their favorite song lyrics and create posters that they tape on the classroom walls. It's a fun way to have students have a sense of "ownership" of their English classroom.

It's always fun to see the various choices for lyrics: some hopeful, some angry, some questioning. While I'd like to continue with this and other assignments, having the students have their own wiki would allow them to decorate as they see fit. I'm envisioning them putting their favorite art/music/movies/TV shows. I'm seeing them write journal entries on various topics (this will replace the old way of journaling, where I have stacks of notebooks that I have to read and then write comments by hand).

And, with item 2(c), I'm also envisioning allowing students to choose various texts to analyze/discuss. All too often, we teachers choose the texts for students. Letting students find various news articles/short stories/poems to post and analyze will, I hope, engage students and be another conduit by which students can show off their individuality.

All of this goes right at the heart of our good friend Lev Vygotsky, with his social development theory (constructivism) (see it here: http://www.learning-theories.com/vygotskys-social-learning-theory.html). I adhere to Vygotsky's views that students learn when they are active participants, and so I'm excited to really work on designing the wikis.

I think my third-trimester students will embrace wikis. I'm also excited to talk to Katie Klahm as she, too, develops wikis, and her fellow teachers who've already been working with wikis.

I know there will be lots of issues to work through (dealing with what is acceptable/unacceptable content; students who do not have ready access to computers); etc., but I'm looking forward to the challenge.

NETS T1: A Second Look

For this blog, I'm going to continue to look at the NETS T1 standard, which you can find here: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf%20focuses

I'd still like to focus on the following two standards:

d. model collaborative knowledge and construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

In my prior post, I talked of the frustration of searching for teachers who've already experimented with wikis/blogs as a way to engage more students - and engage them more effectively. Katie made a good point in her comments: I need to talk to our technology coordinator (Randy Doughman). Certainly he would have a plethora of ideas.

Katie also mentioned two language arts teachers in her building who use wikis for their classrooms, so those could be two excellent resources. Way to go Katie! Thanks so much for the suggestions!

And hey ... now that I think about it ... maybe even that Vennemeyer guy might have some ideas ... hmmmmmm... :)

I will say that, even if I am the guinea pig in many respects when it comes to trying new ideas, I enjoy that role, and I'm very comfortable with sharing with my students the risks that I take. In fact, I relish this role: I want my students to see that I'm constantly challenging myself to be better. And, because I do believe firmly in student-centered learning, maybe my students themselves should be a part of this process. What if I included them in helping me design the class? After all, they're the clients. They're the ones who would have insight into what would've helped them perform better in my class.

Maybe part of my project will include having students work with me to design this new component to Honors II.

** POSSIBLE SUCCESS ALERT! ** POSSIBLE SUCCESS ALERT! **

Just found this website: http://www.visualthesaurus.com/cm/teachersatwork/1371/ The teacher, Shannon Reed (soooooo close to a great last name!), a teacher at Brooklyn Theatre Arts High School, brings up some great points about wikis (e.g. what if your students don't have easy access to a computer?) She also has some links for possible blog sites and links where people have compared wiki farms: http://en.wikipedia.org/wiki/List_of_wiki_farms

Reed also mentions "an engrossing blog about using blogs in education." The website - http://weblogg-ed.com/ - looks fascinating. Now I need to spend a lot of time going through all the entries/links.

I feel like I'm getting somewhere ... but I also feel like the more I uncover, the more layers I have left to peel back. And if they're onion layers ... well ... I might just start crying.

;)

NETS T1: Inspiring the 21st Century Student

So if you haven't memorized the "About Me" section of my blog ... what's wrong with you? Don't you know who I am?



(Sorry, I'm working on seeing what it's like to be self-important and bombastic. How'm I doin'?)



Anyway ... I really don't like to talk about myself, but I am proud of some of the things I've accomplished. Like eating a Skyline Chili jumbo 3-way, four chili-cheese sandwiches, and then another regular 3-way.



Okay, my friend Joel Briner did that on a dare by me (and I had to pay for it all since I lost the bet), but I always wished I could accomplish such a thing.



What I have accomplished in my teaching career is create meaningful, innovative ways to get students to invent, to explore, to collaborate. My biggest accomplishment so far was a student-centered project at Amelia High School where my students reported on high-school life in today's world after the Columbine killings. This project, which then was featured in Time magazine, had college-prep level freshmen discussing and analyzing their world around them. (P.S. I'm a big fan of Time and I like students to read the articles/stories. Here's the website! http://www.time.com/time/)

Anyway, my students had to choose a topic (e.g. the high-school curriculum; how we should handle troubled students; whether we're pushing our best and brightest too hard; school security; etc.) and then go interview students, teachers, administrators, parents, etc., to see how this issue affects everyone.



While I loved the conversations my students were having, I secretly wished my students could have delved deeper into the subject matter. Whatever topic each individual chose actually was examined anecdotally: for instance, I didn't have students do research and come up with national statistics to add depth to the story; or, students weren't able to to scientific research (a poll of all high school students, for instance).



Students also struggled in getting interviews for the story. They tried to find students affected by whatever topic they were discussing, but it was tough for my students to find time/access to other students to get the "best" student.



And, of course, once my students left my classroom for the day, it was difficult for us to contact each other as they went through this very new process for them of interviewing/gathering data and then reporting.



The NETS T1 standard (which you can find here - http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf - focuses on several aspects that would have helped with this assignment (which I still do, albeit a truncated version due to Mason's trimester schedule). One indicator in particular stands out:


d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments



I know, if my students had the ability to use wikis/blogs, they could have collaborated with me/each other to find the best sources, to conduct polls, to ask questions on how to be more successful with their reporting.



My mentioning of this assignment, really, is because this assignment is a symbol of what is lacking in my class: collaboration. My class periods are filled with so much. My students will tell you that I'm always squeezing every last second of that period. I can count on one hand the number of times I've finished a lesson before the bell rings. And yet, what seems to get pushed aside in my quest to throw so much at my students is the chance for my students and me to collaborate on their work. This give and take is necessary; and, even more, I love when my students and I reflect on what works and doesn't work in literature and their writing. Too much, I feel, of the class is them performing and then me evaluating, without opportunity for us to share and reflect (because we have to move move move to the next thing). And so, indicator d) and indicator c) (below) ...


c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes



are areas where I absolutely need to improve. Now, finding the time in the classroom to do this collaboration ... that's another story. And so, as I've said in my other blogs, I think wikis/blogs are the way to go.



One idea I had in class last week dealt with the journals my students write. My students love to journal, but it's tough, if not impossible, for me to respond to every journal. But what if I had students post their journals and let me and students collaborate/reflect on their own writing and the writing of others? That way, my students are hearing from me, but they also get feedback from 25 other voices - so many varied opinions that can lead to deeper thought on the content and the structure of the students' writing.

One final thing: I've been really trying to work on not reinventing the wheel. I typically have an idea and think I have to create it all myself, instead of seeing if someone out there has already done what I've created (or a reasonable facsimile thereof). So, in that spirit, I've been searching for the use of wikis by English teachers. For instance, I've looked on the NCTE website http://www.ncte.org/ for somewhere around 52 hours, and I can't find anything. It's been a frustrating search!

Katie, if you read this, any ideas on where I could look?

Anyway, that's all for now.

Toodles!

Looking at NETS

Below is my first posting. I wanted to go back through that posting and relate my goals for my students as it pertains to 21st century skills and NETS (National Education Technology Standards) for students and teachers.



Below are excerpts from the NETS for students where I'd like to focus. I got these standards from this website: http://www.iste.org/AM/Template.cfm?Section=NETS These standards will help me design and implement much of what I discuss below.


1.Creativity and Innovation

Students:

a.apply existing knowledge to generate new ideas, products, or processes.



I'd like my students to apply what they know and are able to do as they search for texts to discuss with the rest of the class. Having them apply their existing knowledge on history, pop culture, etc., and then come to conclusions through discussions, will add meaning to their learning.


b.create original works as a means of personal or group expression.


c.use models and simulations to explore complex systems and issues.

I'm going to combine these two. My students will read examples of the types of papers they write in my honors English class (personal narrative, analysis). Even more, I want students to read MY writing - so I'll model the process. That way, students can be more successful when they create their original works.

There's a definite challenge here for me: finding time to write. It's hard enough planning the lessons and grading all the writing my students do. I'm going to have to revamp how I set up both trimesters - and I'm not sure when I can do that. We aren't given enough time during the school year to do this; it's FRUSTRATING.

2.Communication and Collaboration

Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.develop cultural understanding and global awareness by engaging with learners of other cultures.
d.contribute to project teams to produce original works or solve problems.


This is really where I want to go with the wikis/Edline discussion boards. Now it's a matter of learning how to get there! And I'm hoping this class will be my solution for this!



3.Research and Information Fluency

Students:

b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.


This is a biggie. I want to include various websites for students to see how events can be perceived based on the source (for instance, msnbc vs. FOX). This goes well with point of view in our readings.




5.Digital Citizenship

Students:

a.advocate and practice safe, legal, and responsible use of information and technology.
b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

I know I'll need to preface all of this new work with technology with discussions on how to go about it safely, legally and responsibly. And I know this could be a difficult thing. I'd love to find a teacher that's already put together lessons on how best to convey to students the power of the internet.

FOR THE BLOG COMMENTS THAT I WROTE ABOUT ME, I'M GOING TO FOCUS ON THE NETS-T5 indicators a and d:

5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning

This deals with me writing more - with me participating in the process with my students. This participation from me will enhance my writing skills, to be able to remember what it's like to participate in the craft of writing. Also, this participation with students will help their learning, since my modeling and analysis of what students are reading will enhance their understanding of the assignments.

I have a decent grasp on the basic technology for my field - Word and PowerPoint - but I want to move to wikis, discussion boards, etc.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

My favorite after-school meetings (Prime Time at Mason) are when we teachers are able to share our pedagogy. I was a member of the "best practices" group last year. I gained so much on classroom management, dealing with late assignments, how to grade papers more quickly, etc. I also love sharing my ideas. This collaboration makes me a better teacher, and my ability to use the 21st century and NETS standars will help me help my students.

I plan on sharing my work in this class with the language arts department in our Prime Time meetings.