Teague's Tech Treks

Learning Technology and other Tech Observations by Dr. Helen Teague

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Weekend Ed. Quote ~ December 7th

“1,2,3,4…just a moment… a little interruption…” ~Reporter describes the 1941 Pearl Harbor attack.

Today is the 77th anniversary of the attack on Pearl Harbor. Click on this link to listen to

https://www.nbcnews.com/video/reporter-describes-pearl-harbor-attack-to-nbc-in-1941-1391151683739?

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James Billington Digitized the Library of Congress Online

Librarian of Congress James H. Billington put a priority on digitizing the entire collection. He was the lead for putting the Library of Congress resources online at http://loc.gov. During his tenure the library’s analog collections increased from 85.5 million items in 1987 to more than 160 million items in 2015. Librarian Billington retired in 2015. He died last week.

 

James BillingtonRead more about Librarian Billington’s life at this link: https://www.loc.gov/item/n80020417/james-h-billington-1929/ 

 

 

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Weekend Ed. Quote ~ November 23

“The best teachers tell you where to look, but not what to see”
– Prof Annemaree Carroll

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Happy Thanksgiving from Abe and me

Happy Thanksgiving… What Thanksgiving wouldn’t be complete without Abraham Lincoln’s Thanksgiving Proclamation

I do therefore invite my fellow citizens in every part of the United States, …, to set apart and observe the last Thursday of November next, as a day of Thanksgiving and Praise to our beneficent Father who dwelleth in the Heavens. And I recommend to them that while offering up the ascriptions justly due to Him …, they do also, with humble penitence for our national perverseness and disobedience, commend to his tender care all those who have become widows, orphans, mourners or sufferers in the lamentable civil strife in which we are unavoidably engaged, and fervently implore the interposition of the Almighty Hand to heal the wounds of the nation and to restore it as soon as may be consistent with Divine purposes to the full enjoyment of peace, harmony, tranquility and Union.”~October 3, 1863

HappyTeagueThanksgiving

 

 

 

 

 

 

 

 

 

 

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Reference

Lincoln and Thanksgiving (2016). Retrieved from: https://www.nps.gov/liho/learn/historyculture/lincoln-and-thanksgiving.htm

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Pre-Thanksgiving Fall Leaves STEM & STEAM Lesson Ideas- Lesson Deliverable

In yesterday’s post, ideas and resources for STEM and STEAM integration for lessons on seasons were explained. Here is the Thinglink resource described in the STEM lesson integration on “Why Do Leaves Change?” Scroll over the image and click on the little black and white circles to view curriculum components.

 

#HarnessingImagination

 

 

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Pre-Thanksgiving Fall Leaves STEM & STEAM Lesson Ideas

 

We returned from #CCEFinland to full-out fall leaves courtesy of a sudden freeze while we were away. Keeping to our presentation theme of #HarnessingImagination, we brainstormed some lesson ideas while we raked the leaves and gathered components for our Thanksgiving centerpiece.

Teachable Moments, like turkey giblets, are never wasted. For a STEM connection, I can use the photos along with information from ESF State University of New York to form the basis of a ThingLink scavenger hunt on the science behind why leaves turn different colors in fall.  ThinkLink Inc. is a Finnish-American in-image app created in 2010 by Ulla Engeström and Janne Jalkanen. Depending on time limitations (and how compelling the Black Friday sales are), I can ask students to either complete the Scavenger Hunt that I create or they can add their own components. 

Question 1: What design elements would you add to this lesson?
Question 2: What standards does this lesson address?

Please leave a comment with your ideas.

The leaves transformed the lawn to a carpet of color. For a STEAM connection, I can use the photos of the multi-color lawn as a palette for student composed poetry/haiku. After reading and discussing the technique of haiku from the Australian Writers’ Centre, student teams can take turns writing alternating lines of the poem or haiku. Alternately, students can choose to work solo on their poem/haiku.

Question 3: What design elements would you add to this lesson?
Question 4: What standards does this lesson address?

Please leave a comment with your ideas.

Tomorrow’s post will feature the STEM lesson Thinglink deliverable. Click here to view.

All of the outside color found a place on our Thanksgiving table with our Fall Centerpiece of Safflower blossoms, garden parsley, rosemary, and chives. A little glitter spray paint glammed up some of the outside English laurel leaves.

 

 

References:

#HarnessingImagination

Australian Writers’ Centre, (2018, April 19). 19 Haiku poems about Autumn. Retrieved from
https://www.writerscentre.com.au/blog/19-haiku-poems-about-autumn/

College of Environmental Science and Forestry, State University of New York (2018). Why Leaves
Change Color
. Retrieved from: https://www.esf.edu/pubprog/brochure/leaves/leaves.htm

All photos by Teague

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Weekend Ed. Quote ~ November 16

“There is nothing so practical as a good theory” Kurt Lewin (Lewin, 1951, p. 169).

 

 

 

 

 

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More Weekend Ed. Quotes 

 


Source:
Kuhn, M. H. (1951). LEWIN, KURT. Field Theory of Social Science: Selected Theoretical Papers. (Edited by Dorwin Cartwright.) Pp. xx, 346. New York: Harper & Brothers, 1951. The ANNALS of the American Academy of Political and Social Science276(1), 146–147. https://doi.org/10.1177/000271625127600135

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Harnessing Imagination through Digital Storytelling in History & Science: CCE Finland Presentation

Today at 11:30am, our Creative Classroom Presentation Features a “How-Focused” approach to Digital Storytelling and its implementation in your classroom. The location is the Library at the Tampere University of Technology (TUT).

PresentationBanner

The main idea of our presentation:

  1. All learners benefit from the opportunity to harness their imagination through the creation of a story using digital tools
  2. Creativity Should Be: *Unique *Useful *Task Appropriate
  3. Pedagogical constructs connect Socio-Cultural, Cognitive, and Affective Learning cognates

This presentation has instructional and pedagogical application for K-12th grade. It is scalable for global audiences, which is good because our venue, #CCEFinland features participants from 21 countries.

PBS Learning Media has thousands of lesson plans that embed creativity and digital technology. Go to https://www.pbslearningmedia.org/ to explore the full library of lesson plans and resources.

Confined on the XR train traveling to Tampere? Stuck in the States without a travel budget?  Follow our presentation via QR Code or shortened link:

FinlandPadletQRCodeTeague

 

 

https://tinyurl.com/Stories4Me

 

 

 

 

A question and answer session will follow. Questions from the onsite audience and via the #HarnassingImagination hashtag will round out our session.

Our Session Twitter Hashtag is #HarnessingImagination

 

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CCE Finland: Panel Discussion and Twitter Chat on Assessment Part 2

CCE Finland: Panel Discussion and Twitter Chat on Assessment


Yesterday, I participated in a panel discussion at CCE Finland. #CCEFinland
The panel discussion addressed assessment. For my pre-panel post from yesterday, click here

PanelDiscussion1

L-R: Helen Teague, Craig Verdal-Austin from Capetown, South Africa, Harun Bozna from Turkey, Heramb Kulkarni from Finland

Here are my Top Ten Key Take-aways and my post-panel reflections:

1.) Every one of the 17 countries in attendance struggled with the concept of assessment.
(2.) When the topic of assessment is mentioned, most folks jump to the “summative” aspect when really there are at least 7 additional types of assessment.
(3.) In many countries, according to attendees, it is parents who are driving the standardized scoring. They want to know their child’s percentile number from the test and assign a heavy value on this numeral. IMHO: students feel this as pressure and not evidence of caring.
(4.) I advocate that there are five necessary forms of assessment, well really 6 forms of assessment that form a holistic representation of student learning.
(5.) Most testing /student assessment around the globe involves regurgitation of facts at lowest level of Blooms and with no inclusion of Krathwohl.
(6.) The push for Teacher assessment is gaining momentum (again) (but I question its overall value).
(7.) My recommendation is to teach the language of the test – this is not teaching to the test is it decoding and deciphering.
(8.) Most of what students are tested over is not rememberd by the students after the test.
(9.) Experiential learning and storytelling is a hook that helps memory
(10.) Educators are very interested in helping students achieve their very best learning snapshot through assessment.

Assessment Word Cloud by Teague

Assessment Word Cloud by Teague

 

 

 

 

 

 

 

 

 

 

 

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CCE Finland: Panel Discussion and Twitter Chat on Assessment Part 1

CCE Finland: Panel Discussion and Twitter Chat on Assessment


It is a career highlight to serve on a panel discussion addressing assessment.

My Basic Question regarding assessment is “How Do We Know if They Are Getting Better at Learning… and we do we blame if they Aren’t?”     

🙂                                                                            

JohnBarell-How Do We Know They're Getting Better

 

My question comes from my colleague John Barell who has written a book by this same title.

I asked this question to my national teacher professional groups and I received answers from many of them.

How do we know if we are sufficiently preparing the students of today for the challenges of the 21st century? Inquiry-based education leads to problem-solving and provides specific steps for pre, formative and summative assessment that informs instruction of 21st century skills.

 

 

Included in Dr. Barell’s book are examples that show how to use today’s technology in the classroom and how to use inquiry to develop and assess students’ ability to:

  • Think critically and creatively
  • Collaborate with others
  • Become self-directed learners
  • Adapt and become resourceful
  • Develop a sense of leadership, responsibility, and global awareness

Click this link for more information about Dr. Barell’s book

My PLN was a great resource of information. I received information, advice, and resources from educators in 10 states. Special thanks to Dr. Joyce King who provided so many timely resources.

One thing that stood out to me was the amount of summative assessment that currently occurs in U.S. classrooms. Specifically, testing days in the U.S. average 50 days out of 180 of state-standardized events plus 10 teacher-generated summative course-specific events per semester (20) for a total of 70/180 = 39%. The 39% figure does not count other forms of assessment such as formative assessment, reflection, student self- assessment, etc…

  • As educator Dr. A. Cross notes,”there is too much testing- and we are assessing the wrong things! The state level tests in Tennessee were given too early in the year for teachers to cover everything that was assessed for that grade, but then the results didn’t come back for months (over summer) so that data wasn’t used to improve teaching and learning- more as a punishment for educators when students scored poorly”-and- “they have a test as they leave grade 5 that heavily determines which middle school they can get into. Parents hire private tutors to give their students a leg up, which artificially inflates scores.”
  • As educator I. Ramirez explains, “we just find out that our school in Clark County will be rated (range 1-5 star school) base on student ACT performance. Therefore, our school system regarding standardized testing must change if we want to accomplish a 5 star rating. From now on students (freshman- Junior years ONLY) will be practicing 3-5 times per year taking a computer based test called CERT (CERT (College Equipped REadiness Tool). The output data from the student’s results will give us a prediction of how we’re doing as a school. In our math classes, for example, our warm up activities are ACT practice released problems. We want our students to get familiar with standardized testing vocabulary. We want our students to be considered proficient. In Clark County, ACT average composite scores are about 18 points. To be considered proficient, students must score 22 or more on the composite results. We know it will be a great challenge, however, myself I’m excited to fase this challenge. We know it will be a process to switch around from the low proficient to the proficient status, and also we know it may take some time to accomplish this academic goal, because we can do vertical alignment instruction. What I think is the real challenge is to create a culture of students interested to do well on these standardized assessments.
  • Upon reflection, educator Dave P. shared that “New York State implemented a ‘teacher assessment program’ and if teachers do not pass it they are put on probation and can be removed the following year if they do not show improvement – regardless of tenure. What I found interesting about this is that student assessment involves regurgitation of facts on multiple choice tests, even if the test includes open ended questions or work there is always a MC section. The teacher assessments require the observation of student involvement in the learning process, open ended questioning, Bloom’s Taxonomy, and other measures that go beyond the mere memorization of facts… [this] shows the state understands students need to do more than memorize facts, but this doesn’t match up to student assessments. Dave continues with this observation, “another part of the “teacher assessment” was that your students show “growth” over the year. So, to do this many teachers give impossible (“impassible”) BENCHMARK tests at the beginning of the year and compare the results on the final exam. Not exactly supported by science. My point; it’s all a game and depending on how you play it you can win without trying.
  • Jean H. provides a tidy summation and call to action.
    “When instructional practice is in alignment with the science behind the assessment, students and teachers can greatly benefit. That is where true differentiation of instruction that is impactful and uniquely perfect for each child is possible...currently, that is about as rare as a unicorn.”

Special thanks to these helpful folks:  John Barell, Dr. Joyce King, Dave P., Dr. Ashley CrossI. Ramirez, Jean H., Mark Barnes, Sylvia Ellison, Lev Vygotsky, Donald Schon, and Paulo Friere.

Check the blog tomorrow for my Top Ten Take-aways from the Panel Discussion.

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