PD for Social Studies.

One of the biggest challenges I have faced as a CFF coach has been a general lack of time for professional development.

Last Friday I was able to act somewhat proactively and find time with some of my teachers.

There was a scheduled in-service day on Friday. The, because of a quirk in the schedule, it was closely followed by a second in-service day the following Tuesday. I heard through the grape vine that because of this, the first day had a large amount of time allotted to department meetings. My school does not have regular department meetings, so I rarely have the opportunity to speak to a large group at once.

Taking some initiative, I sent out an email to all of the department chairs, offering to give some professional development--on any topic or program, for any length of time. I figured that being flexible would make the offer more attractive. If a department head only had fifteen minutes to fill, and was afraid I was asking for an hour, it would have been a missed chance.

I heard back from both the Math and the Social Studies departments. Math later had to cancel because they had to focus more on curriculum, and, as the department chair told me, they had a rare, engaging, and productive dialogue going on.

Social Studies offered me a two hour block in which to present whatever I wanted.

I had to sit down and give this some thought. I wanted to present something useful, and something fun that would grab their attention and help them see me as someone who can help enliven the classroom and not just someone who drone on and on about technical issues. I decided to go with Photo Story and xtranormal, and to end with a demonstration of the new ActiveInspire software that we are hopefully adding to the computer images over the summer.

Photo Story did not go well. I had originally anticipated having about a half dozen high school teachers with teacher CFF laptops. I knew that about half had Photo Story and about half did not. That was a decent mix, because I was planning on having teachers work in pairs to create a short story. I gathered pictures for me to use to make a presentation while demonstrating, and another set of pictures for them to use to make their own. That way, I we could save time but not having teachers have to search for pictures. Unfortunately, my plans were for nought. When i arrived, there were about a dozen teachers, from the middle school and the high school, and two of the teacher with Photo Story were not able to attend. So, almost everyone needed to use a student laptop, but those had been recently re-imaged and no longer had Photo Story. I did a very quick presentation, that even I knew was getting dull and boring, because no one could follow along. All they could do was watch. I kept it to about ten minutes, and showed just the very basic buttons. I also showed parts of two student generated Photo Stories as examples of what students can create in a limited time. The examples were by far the best part of the presentation, and I was glad I had thought to bring them.

I very quickly moved on to xtranormal. This was a program I chose because I knew most of the computers had updated flash, so most of the computers could run the program. Also, I know that it is always a big hit. It is fun, easy to use, and most educators can envision ways for either themselves or their students to use it in the classroom. About half the computers did not have the latest flash, so mostly everyone worked with a partner, but even that went well.

I started by showing a demo video I had made. In it, a British Ninja and an Australian judge discuss how easy xtranormal is to use. I then pointing everyone to the website and had them sign up. I then walked them through selecting characters, voices, and a setting. As a group, we came up with a few lines of dialogue. I demonstrated switching between characters, adding camera angles, and adding actions. As I was doing this, everyone was able to follow along and add their own actions, angles, and lines.

When I finished the short demo, I gave an assignment. Each group had to create a movie with at least six lines, two actions, two camera angles, and, for "extra credit" two looks at the cameras, two facial expressions, and one point.

It went well. Everyone completed a movie. I don't know if everyone met every requirement, though. I really only used those as guides to encourage exploration and creativity.

And most importantly, they had fun doing it. Everyone was laughing, and sharing their movies as they worked. And they were talking about making movies for their classes, or having students do them. All in all it was a great success.

I then demonstrated tinyurl as a way to easily get a link to everyone's finished video to share with the group.

In the end, we didn't have time for the ActiveInspire demo. But I think that this was time well spent. Several teachers were exposed to a tool they didn't know they had. Several were inspired to see how easy some technology is. And, I hope, a few saw the value of working with me to show them these tools so they can use them to reach their classroom goals.

CFF teacher Meeting

Over the past two days, I have met with the new CFF teachers.

Meeting with CFF teachers can actually be a trick at my school. Unfortunately, just because of the way we set up the program, it isn't really all that possible to bring in subs to cover classes. And, because of time issues, there's really only a 30 minute (20 minute after waiting for students to get out of the halls and teachers to pack up for the day) window after school when all teachers must be in the building. I've tried making meetings before school, but a lot of teachers don't have time--they don't show up on time, or they have to prep for the days classes. And, we can't make teachers stay any later--even offering to allow them to leave early the following day isn't much of an incentive for most. And, most of the time, meetings can't be mandatory--I don't have that authority.

So, after a great deal of emailing, my principal finally did make a mandatory CFF meeting for new CFF teachers. I didn't get exactly what I wanted--a meeting for all teachers, CFF and non, new and old--but life is about compromise.

The meetings were identical, but divided into two groups to make sure that a) everyone had a chance to attend and b) keep attendance small (this was when I was still expecting more teachers) so that the Tech Director and I could answer questions without them getting out of hand.

The agenda was simple: real basic intro to your laptops, whiteboards, and projectors. Laptops came first. The basic rules were, know where your cart is housed (up to six teachers are now sharing each cart, and each cart has a permanent home) keep the carts plugged in, make sure students remove and replace laptops carefully and plug them in, and report tech issue to the tech department, not the person keeping the cart. I of course also emphasized that there was to be no eating or drinking while students used the computers. The whiteboard/projector intro was equally basic: how to turn it on, open ActivStudio, plug in all the wires, shut it down, flip between computer and video. The Tech Director also emphasized not turning the projectors on and off too frequently to lengthen the life of the bulb.

So all that was lacking was...any sort of mention of integration. Again, compromise. I'd been hoping to have a longer meeting (or two--one for laptops, and one for projectors). But in a school, time is not something easily come by.

I've created a sort of sign up sheet for my teachers. In some ways, I think one on one instruction/conversation about HOW to use the technology--not just how to make it function, but how to integrate it and make it meaningful--is going to work better than large group instruction. To that end, I created and shared a google doc with all of the teachers, so they can sign up for when they want to meet with me.

I probably could have done better, and maybe even thought the entire process through a little more. Since I won't have a chance to meet with teachers face to face to introduce google docs and walk them through the set up, I emailed them directions on how to set up a google account and access the shared document. Then, all they had to do was type their name into the cell on the chart for the day/period that they wanted to meet with me. It seemed simple.

But, I forgot about the verification email that google sent out. Its sometimes hard to remember these things, when I signed up for this or that program so long ago. The verification email from google had a list of links to google apps that teachers now have access to. That tripped some up. I sent out another email that had the original link to my shared document, hoping that that would be enough to keep frustration levels low, but I fear that teachers just don't have time to be patient with a mistake like that.

For now, I'm hoping that, if I wait til Monday, and send out another email with all the directions (better directions that explain that the links in the verification email will not lead to my document) teachers will forgive and forget.

Even with the sign up issues, I've still had the chance to work with three teachers one on one so far. Working one on one allows me to go at their pace, address their questions, and gives each teacher time to use the equipment--instead of doing a one size fits all group training.

And, even though I had trouble getting folks to sign up for google docs, one of the "cart keepers" decided to create a google docs sign out sheet. I swung by to help her set it up and share it. Most of my advice revolved around giving clear instructions on how the set up process worked. I hope that she has better luck than me.

Sight Project

Another new English Project.

I always complain about my "office" having the only printer on the hall. I should stop complaining about that. I think this is the third project I've gotten by talking to a teacher who was waiting for something to print.

I was just making small talk, and the teacher was leaving. But, I had been working on a wiki that was up on my screen. She actually started to leave, and then said that she wanted to ask me something.

Her kids have been reading about Helen Keller. One of the things the read was what Keller said she would want to see if she could have three days of sight. The teacher than was going to have the students put together a poster/scrap book page about what they would want to see if they only had three days of sight left. She wanted to know if there were any programs like that.

Of course I instantly thought of glogster. But, I wasn't 100% sure about if students could make their glogs private. And, I think we were both a little leary about having the kids have to give the teacher permission to see the project. And, the teacher was not that comfortable with putting pictures of students online (most will likely use pictures of family as part of this project.)

I then thought of Photo Story as a possible offline option. I explained that it was very easy to use. Also, I had just made printable directions at the request of another teacher. She decided that Photo Story fit her needs well.

The students will bring in photos and/or search for photos online. I will show the class the basics of using Photo Story. Students will then create Photo Stories using their pictures, describing them, and explaining why they are significant things and why they would want to see these things if they only had three days of sight left. This allows students to work at their own pace. Those who learn Photo Story more quickly will have the oppurtunity to use more advanced features, or use photo editing software to make their stories more visually interesting. At the end of the project, students will share their projects with the class.

I like this project because it allows students to connect with the class content in a meaningful way. They will also have chance to not only be creative, but show something about themselves. I believe that students do want to feel like they matter as people in school. This project gives them the chance to show who they are to their teacher and their classmates. It will also force them into self reflection. They won't have to write a formal reflection, but they will have to consider what is important to them and why, and what life would be like without sight.

Presidential My Space

This is a project that has two teachers.

The first teachers was a bit more independent about using it. He wanted me to help him learn the technology, and I helped do some of the time consuming behind the scenes stuff to help set up. After that, he was more content to conduct the project himself. He sent one student to me with a technical issues, but did not ask for any help other than that.

Another teacher is starting this same project tomorrow. He is comfortable with the technology, but also more than happy to have an extra person around the room to help students out with the project.

We worked for the last two days on the same pre-project set up that I did with the first social studies teacher. The wiki in use is set up almost the same way. The teacher created a class wiki that he will create pages on for each project. Each project will be divided by period, and each student will be given his own page.

The teacher posted directions for what information must be contained on the page. Then, students are free to arrange the layout, and add "fun" elements such as friends, interests, heroes, etc. This sort of project seems to help in research type assignments. Students are not overwhelmed with having to write a paper. And, because they get to do something more engaging with the information, they are more willing to find it. However, as all the teachers I've worked with know, it is a fight to keep a balance between letting students be creative, and making sure they accurately, and sufficiently, produce the subject-related material needed. After all, many students would be happy to create a my space page with all sorts of funny friends, music, and movies for George Washington (and most of it would be funny because it would be based on something real) without ever caring to do the biography section.

I'm going to be in the classroom to help with the project tomorrow. Mostly, the teacher is concerned that he won't be able to answer questions that the students have about using wiki spaces. I personally think he would be fine, but part of my job is building relationships. I think it is a far better idea to think he'd be fine, but to help him as much as I can, than to send him out on his own.

Social Studies Project--Presidential Wikis

A Social Studies teacher approached me and wanted some ideas on a few lessons he is covering. He wanted to slightly alter some of what he is doing.

One suggestion that I gave, that I don't think he took, was for the presidential cabinets. He usually has students work in groups to research one cabinet office, and then do a round robin to share the info. I suggested having the groups create poems/song lyrics/raps, etc. I figured it would be more engaging, and easier to remember. I'm not sure if he went with that or not. He seemed to like the idea, but he was covering the lesson in the very near future. I hope that either he, or someone else, can use that idea for some topic.

He also has the students do a project every year where each student researches one President. They usually do a poster or a powerpoint. This year, I suggested, he does the projects in the "my space" wiki format. He really liked the idea.

He's not the sort that wants a great deal of help. He's very confident with the technology. So, I showed him how to set up the wiki. He, unlike a lot of teachers, was more comfortable with doing multiple layers of links and not having everything linked from a list on the side. Most teachers were overwhelmed at the concept, and therefore set up multiple pages--one per class per project. This Social Studies Teacher was happier with the idea of one massive wiki--knowing he could keep track of the links--thank managing multiple wikis. I have to say that I'm of the same opinion.

We discussed having the students sign up during class, or manually creating accounts. He decided not to waste class time with students signing up, and had them create user names and passwords for homework. I showed him how to input those, and did several of them to save him some time (its tedious).

Other than help with the mechanics, he does not want any help in the classroom. Once in awhile he will send a student and a laptop down to me with a specific issue, but he does not want to have me in the room on hand "just in case." It does worry me that this is the attitude of shutting the door that we want to break down with expanding learning beyond the classroom. But, it could just be a sense of wanting me to be more available to help teachers who are less confident with the technology. Either way, I think it is important to allow teachers to move at their own pace. If he is not ready to have another teacher in his space, then I won't push. If I do, he might never be willing.

PLN

My current goal is to get my teachers--or at least some of them--involved in a PLN.

I would like to see my teachers using Twitter and/or Shout'em. Both are valuable communication and networking programs with different advantages. I'm not sure how many of my teachers would be willing to juggle two networks at the moment. And, if each teacher was only willing to use one, I'm not sure which would be the better choice.

I am personally a fan of Twitter because I find it to be a dynamic PLN. I have for some time been following blogs of other educational professionals and finding a plethora of information, resources, and ideas. However, I find that I'm more likely to contribute via Twitter. I'm more likely to post to my micro blog than comment on someone else's blog. Its simple and, I think, non threatening, even for the least tech savy. It's very user-friendly.

Another tool I have recently come across shout'em.com. It is similar to twitter in form and function, but it is a micro blog where an administrator (in this case me) can set up a private community. This tool would be useful in different ways than twitter. For one thing, it would be private, which might be more encouraging to some of the teachers. However, it would lack access to the huge pool of teachers on twitter.

On Twitter, teachers would likely find and talk with others who teach similar classes to create and share ideas. They would be able to find resources and share what they know. On Shout'em, they would be in a community with other teachers within the school that they know and see on a daily basis. By being able to see and read all of the communication--from science, social studies, math, and English teachers--they could start conversations, that might take place online or offline. By creating a community in which all of the teachers could communicate in a forum, as frequently or infrequently as they want, teachers who are eager to create 21st Century classrooms could inspire and learn from one another, and teachers who are slower to move forward could sit back, read what others are doing, and come into it at their own pace.

I would like to see the teachers use both, but I know that for some (perhaps many) that might seem too overwhelming. I would like to present both as options for all, and help anyone interested set up one or both.

Creating Relationships

Part of the job of a CFF coach is forging relationships. It's a challenge when I've only been at the school for three months. I have found that it really is the small five minute conversations that do best for making those relationships. Even those are a challenge at times. Many of the teachers see me as the Tech Coach, and assume all I have to talk about is computers or making them do projects. I need to recreate their image of me as someone who is a teacher and also happens to be a coach.

I have also found it's a benefit to be of help whenever possible. A few times teachers have wanted to do projects with short notice and no time to prepare for them. I think that jumping in and doing what I can will show that I'm reliable and, if it helps the project go well, will encourage that teacher--and other who hear of the success and how I can be helpful--to do more CFF projects.

I just need to make sure to keep a balance between being useful to help build those relationships and not becoming a crutch for teachers who will remain afraid of the technology.