Wk4 ARt of Possiblity - WE are The World

"Individually we are one drop, together we are an Ocean." - Ryunosuke Satore 

This week the reading was again very powerful!  The author  discusses the subject of WE and how different this is  from ME.  It is so refreshing to take the spotlight off ourselves and focus on working together. Many times teamwork or collaborations are phrases that many throw around, with only a few actually having true collaboration.  With each of us focused on the future and working with our individual talents to perform their best, allows the group to do likewise, with each participant performing at their peak. When each group member in WE is performing at their top level, the group as a whole is Exceeding Standards. Another visualization I have is because each person of the WE team is able to hyperfocus on their part, they have become a star, with all the stars shining together, optimum brightness is achieved.  I found this to be so true with my group work here in the EMDT program, working with my group allowed me to put my best foot forward and with everyone's strengths, talents and hard work, our projects far outshone what I could have accomplished on my own.  Developing a group synergy where tasks are shared makes the overall "job" more manageable, fun and ultimately, Successful!                                                                                                                                                                                                                                                                                                                                                                                                                          

Wk 3 -post 4 Wrapping up my Research

What a wonderful opportunity this year has been for me at Full Sail University.  I can't rave about this place enough.  I entered this program as an "emailer"  I used Facebook, socially and emailed for communication...I had NO Idea the whole new world that would open up to me!  I am now Blogging, I am refining my website and I have discovered a world full of educational tools that I can't wait to use in the classroom.  We have Moodle available to us to use so I thought I would start there.  I began my AR project focused on Moodle, quickly finding out in my research that there are other Learning Management Systems, LMS, to use in the classroom. After researching 20-25 resources, I began to write, I did what I could with a narrow topic, only to find out that my paper was reading like an annotated bibliography.  I got discouraged and showed my paper to my critical friends.  I was ready to hear anything and change whatever needed to be changed.  My critical friends suggested that I rewrite, yes, rewrite my paper.  Now I was going to have my focus be more general and include LMS.  There was much more research and it was very interesting to see how the systems had been tested and used in classrooms, or simply as interfaces for entire classes.  

The benefit for me in rewriting my AR Project was that all of the sudden, my cycles and data that I had collected, connected to all that I had read about.  I have completed the circle and come Full Circle with Full Sail.  I have learned so very much and enjoyed every moment of it.  

wk 3 Response to Joshua Montanye

EMDT MAC: Week 3 Art of Possibility Chapters 5-8

I have to say that I found Chapter 5. Leading from Any Chair to be very amusing personally. As it happens I am working on an ongoing documentary on Maestro Longoboardi who was a student of Karajan and quite coincidently we were discussing the importance of individuality just the other day. The youth orchestra in which he conducts has been preparing for a major concert and I've been going to a few of them here and there to document their progress along the way. As I arrived at the school where they practiced I received a frantic call from his wife informing me that he was running late and to inform the students of the situation. To my surprise when I entered the room where they held rehearsal I was greeted by the sounds of Vivaldi. I hung back in the hallway for a bit until the Maestro arrived just enjoying the young musicians interpret this classical piece. Maestro Longobardi seemed very pleased when he arrived to hear his orchestra continuing in his absence. He pulled me aside and commented to me that it was not a Maestro's job to teach the students how to play music just to feel it and he went on to imply that he was very lucky to be able to learn more about the music from his pupils. I've never personally experienced anything like this as an educator but from that moment I really gained an appreciation for the importance of feedback even at a Master's level. It is very encouraging to know even after you gain an understanding of the material there will always be new ways to learn and grow as an educator.

Joshua

That is a really great story to share.  I love the idea that the students were going on in the absence of the conductor, because they had the confidence and knew the music.  I think that sometimes a great way to check for understanding is to have students show what they know, showing us.  I also believe that it is our job as educators, conductors of the classroom, to instill the confidence in the students that they may not be able to find inside.Allowing students to teach us new things expands my horizons as well as theirs.  

wk 3 Response to Anne Aslup

Week 3 BP#1 Reading the Art of Possibility

Image Credit:  The Conductor by Paul Helm

The teacher, like the conductor of an orchestra is not the true power in the classroom. The teacher derives their power from the success of the student. Some teachers may see their role as enlightening their students with their vast knowledge, but I disagree.  Perhaps more can be learned from the conductor.

One of the most difficult issues that I faced during my action research project as I moved my classes from the traditional teacher-centered classroom to a student-centered model was the role of the instructor. Almost universally, students perceive the role of the teacher as supplying knowledge and answering questions, a notion that has been perpetuated by an arena of high-stakes testing. While this methodology has merit for the conveyance of basic facts and principles, it falls short of moving the student to transference of the principles at higher levels of intellectual and cognitive application.

It is not the conductor's role to play the violin, only to direct the violinist. Like the conductor, it is not the teacher's role to answer the question, but to ask the question and point the student in the direction of knowledge. My research indicated that the teacher should literally say nothing that would interfere with the students' thought process. Students should be encouraged to develop the ideas, based on their previous knowledge and define the concepts for themselves.  This approach transcends the power of the conductor and empowers learning to take place from any chair. Through this collaborative orchestra of thought, knowledge is generated beyond the scope of any individual effort.

Is it necessary that every student masters the laws of physics, understand Shakespearean literature or solve a quadratic equation? I think we know better. Our world would be a better place if each child could discover and develop their passion. Establishing graduation requirements and competency testing does little to promote passion for learning. It is time to apply Rule #6 to the educational arena.  Yes, we should have some basic requirements and children should be exposed to wide variety of educational opportunities, but the sooner we help children develop areas of interest, the better chance we have lessening the control of the calculating self and free the child to find the central self. Imagine a universe of possibility where each person is able to express their inner desires in a positive direction by contributing to their world.  A world in which each person participates in the part that they were born to play and plays it with unbridled passion. 

Mrs. Jones said...

Anne

I really appreciate your emphasis on students finding and developing their individual interests. Changing the classroom from teacher centered to student centered is such a critical and needed change. So very similar to the role of the conductor, where the musicians often feel their opinions don't matter, the teacher must open the learning opportunity so that students know their opinion does matter. We need to begin allowing student involvement to go beyond answering questions, opening up the floor so that students can ask them as well. I loved hearing your thoughts, you got me thinking differently as well.

Wk 3 ART of Posssibility-Are we Totalitarian Teaching?

This weeks reading has me literally jumping out of my seat.  I love this book, it has truly changed my way of thinking, I hope I can inspire some the same way.

What has struck me first off is the idea of Contributions, thinking of myself as a contributor to my life.  This is so much more than just positive thinking it is a paradigm shift.  I was struck by the story of the woman in a cycle of financial struggle who was suggested to think about how she was giving something to her family by asking for help.  She was contributing to her family making it a stronger unit.  I have just begun an exercise program that I have been putting off for a long time.  I didn't have time, I needed to be there for my family, needed to work do other things.  I have recently seen how by taking this time in my life to become healthier, I am contributing to my family.  I am contributing to the overall health, and positive energy in my household.  I feel better and I am sharing these good feelings with my family and my friends. I am contributing.

Celebrating Their Spirit!!!

The next idea that catapulted me into writing this week, is the idea of the conductor being the Totalitarian leader of the orchestra.  The Maestro being the dictator of the group in which the orchestra gave no feedback.  This is so easily relatable to teachers in the classroom. Standing at the head of the class with a lesson in mind, a plan for the day, week, month, even year.  No room for change or movement.  The class not even thinking that they would have the opportunity to give suggestions about what they may do.  Then Ben comes up with the "white sheet" idea and leaves a blank sheet for his musicians to fill out suggestions on and open up a dialogue that all may be a part of.  I hope to instill this idea in my classroom, students today are looking for ways to become actively engaged, not to be lectured to but rather taking part in their education.  What if teachers asked their students how they wanted to learn today?  Now of course, with children there is always a strong need for direction and consistency, but what if we allowed them to find their voice?  What if we allowed them some choice in their learning?  What if we opened up the dialogue and listened to the children?  The ideas and suggestions that I have discovered anytime I have DARED to do this, have been outstanding, beyond my expectations.  Last year at the end of reading a powerful book about a girl growing up in Afghanistan, The Breadwinner, I allowed the students to show me what they learned... any way they wanted.  I let down the walls, constrictions about what I wanted to see from them.. I let them show me what they learned.  I can't tell you the AMAZING projects that resulted... I wish I had pictures.  I had students build cities out of clay, I had students build Nan bread stands and share that with their classmates in their presentation.  I had cartoons drawn, I had songs written and sung.  The class was alive with excitement and enthusiasm as I allowed the students the opportunity to direct their own learning.  Differentiation happened automatically, no one was comparing themselves with others, we celebrated each students unique abilities and they all got A's!!!  I gave the student's power and they flourished.

Finally, this message resonated with me in regards to this weeks class discussion as well, about teachers not wanting to change and embrace technology as quickly as other professions.  I would have to say that there is a fear of giving up control in the classroom.  Teachers are afraid that complete chaos will ensue and that student's will not learn all that they are "supposed" to.  I would challenge that and say that student's want to learn and become active learners and that given the opportunity of choice in a classroom, learning will thrive.

Wk 2 -free choice To Present or Paper?

Old School/ New School

I have been thinking about this question this week.  There are certainly pros and cons for both.  I have to go with my gut.  There is a conference that I was hoping to attend this summer,however I noticed on the bottom of the email that there is a number to call to be a presenter.  The conference is SEA Tech Camp. It is at the Sebago Alliance Tech Camp.  It is this summer and I plan on contacting them to propose my presentation regarding how effective Learning Management Systems are in collaboration with the physical classroom.  I have spent this year researching, and studying and analyzing how Moodle works in a 6th grade classroom in Falmouth, Maine.  I did not have my own classroom this year and had to ask a co worker to use his students as a platform.  I have used this site to list homework and have a communication between parents and the classroom.  The students have enjoyed using the Web 2.0 tools that I have added to the site.  I believe that the visuals of the site will create an exciting, informative presentation that will motivate educators to include an LMS as they integrate technology into their classrooms.  I look forward to showing the flexibility of personalizing the site to individual classes and using the attachments to enhance the presentation.  

Wk 2 - response to Cherie Hellenbrand

MAC Week 2 Reading-Art of Possibilities Chapters 1-4

When I first watched the Ted video of Zander playing the classical music and attaching the music to meaningful memories of a person’s life, I knew this was going to be an awesome book.  After reading the first chapter I needed to ponder for quite some time on the question “What assumption am I making, that I’m not aware I’m making, that gives me what I see?”  And I definitely wasn’t ready to move onto the second question about what I could invent.  As I continued reading the answers started to become clear.

In the second chapter I had a better understanding of Zander’s writings and what he meant by possibilities.  My need for procedure and control accomplishing daily tasks and goals was hindering me from understanding what can be achieved. Zander states, “When you are oriented to abundance, you care less about being in control, and you take more risks.”  He continues to say, “In the measurement world, you set a goal and strive for it.  In the universe of possibility, you set the context and let life unfold.” 

Giving an A is the chapter that truly touched me emotionally.  Reminding me that my students by nature really want to learn and achieve.  I agree with the  analogy of chipping away the outside barriers so the student can reach their true potential. Stopping to really listen to the thoughts and trouble of students is so important.  The second to last letter written by John Imhof made me realize how I measure people and I need to step back and look at people’s actions and comments differently. Imhof wrote in his letter “We just have to stop demanding that it be on OUR terms or conditions, and instead open our selves to the possibility that what we seek may be in front of us all the time.”

Changes in perception to realize the contributions a person can make are twofold. Not only does a person feel good about himself or herself when they contribute, but they also radiate energy that carries over to other people.  I notice my attitude in my classes will directly relate to how my students perceive my lesson.  Reading this book has awakened my awareness of myself and others.

My Response:
The beginning question is such a good guide to help me think about the parameters I am putting on both my learning and my students, "what assumption am I making..."  I make aprox. a million a minute.  Assuming students are even hearing what I am meaning to say.  "...that I'm not aware I'm making..."I just think of how I already said something, so my students must remember it, right? not necessarily. "...that gives me what I see?" We all see what our experience and parameters allow us to.  I hope to use this guide as I go through my lessons.  
Lastly, I also agree with the importance of visualizing abundance.  Focusing on the big picture opens me up to many ways to get there.