On Tuesday, we had a district wide in-service day.
I had a great opportunity to present to the fifth grade teachers. By the end of the year, each fifth grade classroom in the district will be equipped with a Promethean board and ActiveStudio.
I downloaded a good presentation from Promethean planet that showcased how teachers can use ActiveStudio to create a better learning environment by making lessons interactive, adding some pop to the normal, using the board to improve classroom management, and doing neat and unexpected things. After that, I went through the basic tools on the tool bar and the power tools.
I only had 45 minutes to present (and might have gone over by about 15, actually). On one level, I was really excited, because that is the longest space I've been given to officially present ActiveStudio to any teachers. At the same time, I was a bit worried. No teachers had laptops, and I was not able to give any time for processing or practicing. I know that some of the teachers were very overwhelmed by the presentation. It was a lot of information to squeeze into just 60 minutes.
I was a little disappointed to reflect that, even though this presentation went well and was a great opportunity, I have not been able to give this level of training to the high school teachers I am supposed to be supporting. The longest I have been given for any training on ActiveStudio at the high school has been twenty minutes. I've had a few one on one opportunities to go through some of the functions, but that is generally on a teacher's planning period, where they can't really give me the full 45 minutes.
I'm hoping that the fifth grade teachers will provide positive feedback about the training. If the fifth grade teachers do more to use the boards effectively in the classroom, it will hopefully send a message that this type of training, and more, is needed even at the high school level.
I gave all of my contact information to the fifth grade teachers, and hope to hear back from some of them. Most of them do not have the program installed yet, and therefore are not needing an support for technical or integration issues. I'm planning on sending out a follow up email in the next few days, though. It is important to stay in touch with teachers, especially those who might feel that, because I am supposed to work at the high school, their questions are a bother to me.
I think that this was one of the most important professional development opportunities I have had so far at my school. Hopefully progress will come from it.
Showing posts with label professional development. Show all posts
Showing posts with label professional development. Show all posts
Thursday, May 21, 2009
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.
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.
Wednesday, March 11, 2009
Foreign Language Dept
I finally had a meeting with the non CFF teachers today. I had been unsure if this was going to happen, but, as they are now allowed to use the laptop carts, I strongly felt it was needed.
I wasn't sure what to expect. I had a larger turnout than I'd anticipated. I was on my own--no one from admin or the tech department was able to make the meeting. Still, things went really well. I almost forgot to print a meeting agenda, but I managed to pull one together about fifteen minutes before the meeting, and I had a cart to demonstrate with. I didn't have access to the internet, which meant I wasn't able to show any of the image files I wanted (I couldn't log onto the computer because it was not connected to the network, and I don't have a local logon for the room I was using).
When I took questions at the end of the meeting, I got a lot from the two Foreign Language teachers. Since the work day was over, I eventually thanked everyone for coming and asked the FL teachers if they wanted to stick around and go over some things (I also wanted to lock the laptop cart up before its storage room was locked for the night).
They are very eager to use the laptops. Their first thought was using the laptops to access their online text books. Previously, they had had to have students do this as homework, and even that was not an ideal situation since some students did not have access to the internet. As we talked, we discussed using the laptops with headphones for listening activities. I mentioned the Audacity activity I had done for reading fluency, and they liked the idea of doing something similar. We also talked about having students make and record vokis and use muchobeets flashcards. I hope to also bring up the idea of collaborating or communicating with native speakers. This will be more difficult without student emails, but doable with tools such as blogs, wikis, nings, skype, etc.
One of the teachers I was talking to was the dept. chair. At one point, she said she wanted to share and talk about some of these ideas with other teachers in her department, and I told her that, if she wanted to have a dept. meeting, I would be more than happy to come and talk with them.
I'm glad that, even though foreign language wasn't included in CFF at my school at the beginning, I will have the chance to work with them now. I'm really looking forward to it.
I wasn't sure what to expect. I had a larger turnout than I'd anticipated. I was on my own--no one from admin or the tech department was able to make the meeting. Still, things went really well. I almost forgot to print a meeting agenda, but I managed to pull one together about fifteen minutes before the meeting, and I had a cart to demonstrate with. I didn't have access to the internet, which meant I wasn't able to show any of the image files I wanted (I couldn't log onto the computer because it was not connected to the network, and I don't have a local logon for the room I was using).
When I took questions at the end of the meeting, I got a lot from the two Foreign Language teachers. Since the work day was over, I eventually thanked everyone for coming and asked the FL teachers if they wanted to stick around and go over some things (I also wanted to lock the laptop cart up before its storage room was locked for the night).
They are very eager to use the laptops. Their first thought was using the laptops to access their online text books. Previously, they had had to have students do this as homework, and even that was not an ideal situation since some students did not have access to the internet. As we talked, we discussed using the laptops with headphones for listening activities. I mentioned the Audacity activity I had done for reading fluency, and they liked the idea of doing something similar. We also talked about having students make and record vokis and use muchobeets flashcards. I hope to also bring up the idea of collaborating or communicating with native speakers. This will be more difficult without student emails, but doable with tools such as blogs, wikis, nings, skype, etc.
One of the teachers I was talking to was the dept. chair. At one point, she said she wanted to share and talk about some of these ideas with other teachers in her department, and I told her that, if she wanted to have a dept. meeting, I would be more than happy to come and talk with them.
I'm glad that, even though foreign language wasn't included in CFF at my school at the beginning, I will have the chance to work with them now. I'm really looking forward to it.
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.
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.
Tuesday, January 6, 2009
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.
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.
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