Challenge - Final: Flat Classroom® Certified Teacher
(March 7, 2012)
We presented our final global projects in Blackboard Collaborate, which was the final step in the process of becoming a Flat Classroom® Certified Teacher.
Global Project Design
Flat Classroom® Framework:Name of Project: When Missoula was Young
Website URL: When Missoula was Young
Location: Two different schools within the same district.
Communication:
Generation: Multiple grade levels (3rd, 9th-12th)
Information:
Learning Legacy:
PART A: Global Project Design Essentials
| Project Name | When Missoula was YoungFLAT's Presentation: Schultz_FLAT.pdf |
| Curriculum Idea and Alignment | Elementary and high school students will discover the
identities of ordinary and extraordinary individuals who where children
in 1883 when Missoula, Montana officially became a town. Social Studies standards (elementary & high school), Indian Education for All Essential Understandings and Technology Standards |
| Guiding Question and Project Aims | What do the following people have in common? The first woman representative elected to U.S. Congress A revered Salish leader who was forcibly removed from her tribal homeland to an Indian reservation. A race car driver, mechanic, inventor, and rancher who played a principle role in the development of a city airport. A homesteader whose farm has been preserved by a city as a community treasure. |
| Prerequisites and Skill Level | Students and teachers need to be familiar with how to perform Internet searches, how to locate and analyze primary sources, iPads, GPS receivers, digital cameras, document cameras, Google Earth and video editing software. |
| Standards Alignment | Social Studies standards (elementary & high school), Indian Education for All Essential Understandings and Technology Standards. |
| Student level/age | This project is appropriate for any elementary/primary school and high school Grades 3-5 and 9-12. |
| Focus Questions | What do the following people have in common? The first woman representative elected to U.S. Congress A revered Salish leader who was forcibly removed from her tribal homeland to an Indian reservation. A race car driver, mechanic, inventor, and rancher who played a principle role in the development of a city airport. A homesteader whose farm has been preserved by a city as a community treasure. |
| Working Mode: Individual and Team Structure | We will be working with nine teams of three third graders
with one to two high school social studies and digital film students.
Each teach will be responsible for researching the history of a
particular Missoula person along with producing a video narrated by the
third graders in first person. We will use the grid method to put teams together. |
| Required inputs | Each participant is expected contribute a number of pictures as a result of their research on their Missoula person. These will be compiled and each team will decide how to put it together, what the script is going to be, who will narrate and produce the video. |
| Optional inputs | Each team will have a team member who is responsible compiling the research and organizing it in a Dropbox folder. There would be another team member who is responsible for updating the project Google doc for their team. Another team member could be the reporter to the teacher who is recording the process for an overall video about the project. |
| Required outcomes and Learning Experiences | Students will develop lifelong learning skills. They will
ask questions, think creatively and critically. They will communicate
effectively with other students involved in the project and the
community working both collaboratively and independently. They will
develop a deeper understanding of local history through exciting and
exploratory investigations that engage them in the learning process.
During this process, students will continually take initiative and
pursue frequent self-assessment and improvement. Students will have the conceptual knowledge and the opportunity to engage with other content area (such as social studies and digital film classes) and make connections with disparate subjects and respond to new situations with the approximate mix of inquiry, creativity, and knowledge. Technology and inquiry will facilitate the development of this knowledge-base. This project is not an add-on curriculum but an exercise in the ability of all students to utilize skills acquired in the classroom and apply them to real life investigations and community service. Students use critical and creative thinking as they explore, make judgments, interpret, and synthesize information in meaningful ways. This approach is more representative of how adults are asked to learn and demonstrate knowledge. Additionally, the project focuses on the development of 21st century skills using up-to-date technology tools and resources. Finally, it encourages the integration of community resources beyond the school walls. Students will have the opportunity to involve and receive feedback from the community and develop citizenship. As part of this process, they will share their learning with other students and members of the community through multi-media photo stories or videos that will be showcased and linked to the Missoula City Cemetery website. Students will take field trips to local historic sites and research facilities, such as The Historical Museum at Fort Missoula, St. Mary's Mission, Fort Owen, Traveler's Rest, Council Grove, downtown Missoula, Moon Randolph Homestead, UM Mansfield Center, Missoula County Cemetery, and the Missoula County Library. Students will develop the skills required in the world of work and career development. This includes problem solving creatively and think critically. Two of the most critical aspects of this project include the "Two "C"s of working globally: contribution and collaboration. Since this project reaches across schools, communication is key. These are many of the skills that students will need to be successful in both school and career. |
| Optional outcomes | Each team should be prepared to create and produce a video about their person. |
| Workflow | This will take place during the school day and after school. This will include: PLANNING
SKILL DEVELOPMENT
IMPLEMENTATION
IMPLEMENTATION - Creating Culminating Products and Performances
IMPLEMENTATION - Assessment
|
| Assessment | Ongoing assessment will be woven into the project providing
descriptive feedback and will utilize a range of methods, including peer
and self-evaluation. At the end of the project, student teams will present to an audience of community experts, parents, and peers. They will be assessed on their knowledge and product, as well as work habits and thinking skills. Existing or newly developed rubrics will define how well students perform at four performance elvels from advanced to novice. Profiles will describe students as they apply knowledge and skills defined in benchmarks for Collaboration, Productivity, Critical & Creative Thinking, Digital Storytelling, and Research. |
| Evaluation | Each individual's participation and team video will be evaluated using a rubric. |
PART B: Seven Steps Design Principles and Teaching Strategies
| Connection | The following tools and strategies will be put into place to
connect teachers and then students in preparation for collaboration:
|
| Communication | Tools and strategies for monitoring and facilitating communication: • We will be using a combination of face-to-face, Skype and Google docs for teacher-teacher, teacher-student and student-student communication. • Expectations for communication will be asynchronous and synchronous. • We will document guidelines for reliable, culturally sensitive, gender appropriate, language sensitive, context aware communication. |
| Citizenship | Students will develop a reliable, responsible and ethical online learning and collaboration. • Standards for educational networking such as avatar development, online profile, customization of online spaces, managing an online presence will be developed. • Students will use creative commons licensing to license their final product. |
| Contribution and Collaboration | A mechanism for equal and fair contribution opportunities and expectations will be established. Students will have the opportunity to involve and receive feedback from the community and develop citizenship. As part of this process, they will share their learning with other students and members of the community through multi-media photo stories that will be showcased and linked to the Missoula city cemetery website. Students will take field trips to local historic sites and research facilities, such as The Historical Museum at Fort Missoula, St. Mary's Mission, Fort Owen, Traveler's Rest, Council Grove, downtown Missoula, Moon Randolph Homestead, UM Mansfield Center, Missoula County Cemetery, and the Missoula County Library. |
| Choice | Students will develop lifelong learning skills. They will
ask questions, think creatively and critically. They will communicate
effectively with other students involved in the project and the
community working both collaboratively and independently. They will
develop a deeper understanding of local history through exciting and
exploratory investigations that engage them in the learning process.
During this process, students will continually take initiative and
pursue frequent self-assessment and improvement. Students will have the conceptual knowledge and the opportunity to engage with other content areas (such as social studies and digital film classes) and make connections with disparate subjects and respond to new situations with the appropriate mix of inquiry, creativity, and knowledge. Technology and inquiry will facilitate the develop of this knowledge-base. This project is not an add-on curriculum but is an exercise in the ability of all students to utilize skills acquired in the classroom and apply them to real life investigations and community service. Students use critical and creative thinking as they explore, make choices and judgments; interpret and synthesize information in meaningful ways. The approach is more representative of how adults are asked to learn and demonstrate knowledge. Additionally, the project focuses on the development of 21st century skills using up-to-date technology tools and resources. Finally, it encourages the integration of community resources beyond the school walls. |
| Creation | Students will crate photo stories that tell the story of
their subjects' lives from the perspective of that person in first
person narration. They will link the photo stories to the city cemetery website and to the school district website. They will create a Google Earth Place Tour that story maps their subjects' lives. They will geocache to locate local landmarks important to researched subjects. |
| Celebration | The culminating activity for when the work is completed as a form of celebration will include presenting their projects to community members, parents and peers. It will also include a reflection and evaluation piece. |
Module 9: Putting it all together
(February 13, 2012)
Challenge #14: Pitching your Global Project Design
I pitched my Global Project Design tonight. It was great to get feedback from other teachers and to hear about the other projects teachers are working on. I have been thinking about how I might take my project globally and I got some more great ideas tonight. This year I will complete the When Missoula was Young project and next year I will look at taking it globally. A fellow teacher told me about an American teacher teaching in Shanghui, China, and said he would probably interested in doing a collaborative project. I think having the students from both countries research what it was like to live during a certain time period and compare their lives. Final product could be a video narrated by the student describing what their life was like. It would be interesting to compare the differences. Heard lots of great ideas tonight.Challenge #15: Flat Classroom® Project re-design!
Module 8: Advanced Global Project Design and Management
(February 6, 2012)
This week included a discussion about our projects and will be working on putting the final touches on our project.
Module 7: Celebration
(January 23, 2012)
This week we talked about the Celebration step in flattening your classroom. Since I have not yet completed my first project, I don't have anything to report at this point.
Challenge #12: Celebration and Summation
Module 6: Global Project Design Elements
(January 16, 2012)
Challenge #13: Project Design
Our district has put together an Innovative Cadre of teachers interested in moving our district forward. It is one of the steps in implementing our 21st model of change. I applied to be involved with the Cadre and was asked to do a presentation on my project idea. My project idea was to get involved with the Flat Classroom project. I was later approached by a elementary school teacher to participate in a collaborative project across schools. While this may not be a global project reaching across countries, I think this will be a good start to flattening our district's classrooms. I have developed a website (a work in progress) describing this project. The name of the project is When Missoula was Young. In this project, third graders will be collaborating with high schools students and will be given the challenge to discover the identities of ordinary and extraordinary individuals who where children in 1883 when Missoula, Montana officially became a town. Thinking and acting like historical researchers, students will use primary sources to reconstruct life in their community in 1883 through the eyes of children living at that time.In this place-based project, third graders and high school students will deepen their understanding of local history through exciting and exploratory investigations that engage them in the learning process. After visiting local historic sites, examining photos, family histories, letters and diaries, creating photos, video, and GPS data, and conducting interviews, students will share their learning with other students and members of the community through multi-media photo stories that will be linked to the Missoula city cemetery website. Finally, they will create Google Earth Place Tours that will become a story map of their subject's life and a video will be developed presenting their learning activities.
While this project is just the first step in the Model of Change for the 21st Century at Missoula County Public Schools by bringing down the walls of classrooms in our district, it is my goal to expand this experience to include schools around the world with a common interest.
Bonus #13: Engage with Social Media
I created two websites for this project and hopefully future projects. I will be presenting these projects at an Innovator Cadre presentation on January 25, 2012. This is what I received asking me to present:"I am really excited about your project and feel that it is a great example of a 21st Century Innovator. On the 25th we are going to be doing some “speed dating” of sorts where tables of 5-6 innovators will each take 3 minutes to share their project idea and to hear others before moving to another table to do it again."
I have not presented in this type of format before so I am not really sure what to expect. I am looking forward to it. I understand that I should have an internet connection and plan on bringing my laptop and iPad to show the websites. I also see that there is a Flat Classroom brochure that I will print out as a handout. I have read and own all three books that these concepts are based on (The World is Flat, A Whole New Mind & Growing up Digital) and will bring those with me, too. Here are links to the websites:
When Missoula was Young
Flat Classroom Projects
I am hoping to get other teachers in our district interested in this. I am also hoping to do a book club at our school about the book and some professional development about the Flat Classroom concepts and projects - using Moodle.
Module 5: Choices and Creation
(January 9, 2012)
Challenge #10: Give Students a Choice
I have actually experimented with this several times. In a Graphic Design class, students learned three different software programs and then I told them to create something specific and they could choose which software they wanted to use to create their design project. In a Digital Media class I asked students to present a topic using presentation software of their choice - but not PowerPoint. They not only had to try different presentation software tools, but also learn the content.To take this a step further, two weeks ago, I gave Adobe Illustrator topics to learn, broke the students into groups and had each group teach the other group how to do certain things in Adobe Illustrator. In the past I have just taught them what they needed to know (as a sage on the stage) to be able to produce a final project. This time I wanted to experiment with being the guide on the side. When we were done with this method (guide on the side) I had students fill out a Google form and give them their feed back on learning this way. I would say that 95% of the students said that they would rather be taught by the teacher instead of their peers. They felt the teacher knows everything, so they felt they could learn it better from the teacher. Wow! This actually surprised me. In this day and age, I really thought they would rather research and learn from each other. I can see I have a lot of work to do to get this thought process changed. I believe to effectively change this, it should start at a much younger age. By the time students get to me in high school, they have had so much instruction with the sage on the stage, they seem lost with the guide on the side method. I strongly believe this can change and should. I also believe it needs to start in elementary school. I will do what I can at the high school level - but to truly embrace this method, I think they will need to begin learning this much younger.
Another method I have successfully used is presenting information in many different ways. I will verbally give instruction, also have it written in the class Moodle and have a video available - all on the same topic, trying to differentiate instruction. I understand that students learn differently and I want to provide them with the best opportunity to learn the information. I didn't realize that this had a name: dual encoding theory (by Paivio) - presenting information in both visual and verbal forms. This is supported by Vicki Davis & Julie Lindsey in their Book, Flattening Classrooms, Engaging Minds, "More modalitites in instructional delivery equal more learning." I like that!
Challenge #11: Align Your Project to Standards
The project I am thinking of completing for this class would align to the following standards:District Social Studies Standards
Students will:
- Describe cultural traditions and contributions of the people of the Missoula Valley.
- Use primary source material to investigate how individuals and families contributed to the develop of the community.
- Research and present findings on an individual or group of people.
Office of Public Education (OPI) Indian Education for All Essential Understandings
- Understand that tribes have their own valid oral histories.
- Understand that history is a story most often related through the subjective experience of the teller and may conflict with mainstream history.
District Technology Standards
Students will:
- Develop the technological skills needed to support their success in the 21st century.
- Use digital tools and resources for problem solving and decision-making.
- Collaborate and communicate globally in a digital environment.
- Apply digital tools and skills with creativity and innovation.
- Possess functional understanding of technology concepts and operations.
Module 4: Contribution and Collaboration
(December 12, 2011)
Challenge #8: Collaborate and Communicate.
I have had classes participate in wiki projects. We have used the Moodle wiki to research good Photoshop or Illustrator tutorials. We have also researched good Photoshop brushes, patterns and shapes. Students were to link the websites when the found a good one so that everyone would have access to them. I have since changed this assignment so that students are using Diigo to bookmark their websites and have them all in a class group so that they can see each others bookmarks. I have expanded this assignment to include any information or websites that they feel have helped them in the class.The hard part about the wiki is that only one person can edit at a time. This makes for a slow process if you are trying to complete this in a class period. I used to assign this for homework and explained ahead of time how the wiki worked. I have not only used Diigo for keeping track of good websites and sharing them (the social part!) but have used Google docs for in class editing on a project. I use the teacher console for this. I find this works well.
As a district we also use wikis:
http://www.mcpsonline.org/index.php/Main_Page#HIGH.C2.A0SCHOOLS
#8 Bonus! Edit Wikipedia
Now this was a novel thought to me. While I have edited a lot of wikis in my lifetime, it never occurred to me to edit the mother of them all. So I gave it a shot. I created an account and then had to decide what I wanted to contribute, that hadn't already been contributed.My father, who is 80 years old, is working on a book about Patchogue, New York, and boat builders, their families and the boats they built from the area. My dad used to be a boat builder by hobby and spent a lot of time with various boat builders and sailors on Long Island. He gave me a copy of his "book" this past summer to check for typos, etc. I thought it might be fun to see what Wkipedia had to say about Patchogue and some of the boat builders that he did his research on. I think I could have gotten carried away with this because there was not a lot of information available for the various boat builders I was looking for. Since there is so much information to sift through, I thought it is possible, I just couldn't find what I was looking for. I decided instead of creating a whole new page, I would just edit the Patchogue page. I found a little tidbit in my dad's research that wasn't on the page already - so I added it. Who knows if it will stay, but this process has opened my eyes to the real possibilities.
Challenge #9: Assess
When I used the Moodle wiki in my classes, I used a rubric that I created similar to the one provided. I usually always try to provide the rubric before we begin a project so that the students know what is expected. I have found that this helps greatly. I appreciated viewing the rubrics that you use for your classes. In fact, I made a copy of the video rubric and thought I would compare it to mine to see if I might want to make any changes to it. I am always tweaking assignments and rubrics, always trying to make them better.
Module 3: Citizenship
(December 5, 2011)
Challenge #6: Create a Classroom Monitoring Portal (CMP)
While I have had an iGoogle page (see above) for a while and an RSS feed (see above), I have never even heard of Netvibes. So, I was curious to try this as a classroom monitoring portal. Since I don't currently have a Flat Classroom project, I thought I would test it out more as a personal web portal. I like the way it is organized with tabs. I like that each tab contains user-defined modules. Best of all, I like that Netvibes has built-in widgets that include an RSS feed reader, local weather forecasts, calendar, bookmarks, notes, to-do lists and more.It was easy to create this push technology with its built-in modules/widgets. I think I actually get more information this way because I don't have to specifically search for it. I also liked the ability to customize the look using existing themes or creating a theme. Below is a screen shot of the monitoring portal I set up and will continue to work on:
I made my Flat Classroom Monitoring Portal public so I hope everyone can view it. If you can't, please let me know. For those with a smart phone and a QR Code Reader, here is the QR Code:
I used the Flat Classroom® Project RSS Feeds and Netvibes Bootcamp Video to help me better understand monitoring portals and Netvibes.
Challenge #7: Empower Digital Citizenship Action
For years I have discussed student-empowered digital citizenship with our administration and my colleagues. I serve on our district and building technology committees. I also serve on several subcommittees, such as professional development, online learning, technology and learning, policies and procedures subcommittees. We had our curriculum review last year and one of the classes I pushed for was a Digital Media class. I tried to get it as a required class for all Freshman, but that didn't happen. This course starts with ethics, online safety and digital responsibility. This includes a unit on digital footprints. We then move into productivity (How do I interact with and how does media influences my life?). We include such Web 2.0 tools as Google Docs, Diigo, Prezi, and VoiceThread. We then move into Audio (How do I introduce myself in a digital age?). This includes listening and creating podcasts. We take a look at video asking, How do I make my presence known in a digital age? This includes using programs such as Movie Maker, Animoto and Extranormal. We also cover graphics (How do I visually communicate?). This is an important one in that research from 3M says that the eye processes and interprets images 60,000 times faster than it does words. This is because the brain is much more suited to processing visual information than anything else (Jukes). We include using such programs as Gimp, Photoshop.com, Picnic, Aviary and Wordle. We also address the question, How do I promote myself? We talk about e-portfolios and use Weebly to create a website. All of this is done while discussing digital citizenship.Most students these days use Facebook as their social media choice. That is why I created the class Facebook page (see above). I want to find a way to extend the classroom and into their own environment. Again, this opens up the conversations about digital citizenship and digital footprints. The hope is that this class will open new roles for both the student and the teacher.
Reflection
In addressing "reverse mentoring," I think of the following video: "We must realize that they live in a different world and speak a different language. If we ever want to take part in nurturing those who will be the architects of our future, it is up to use to learn that language and step into that world; to allow them to lead us in as much as we must lead them so that we may truly understand the digital generation."
I think it is so important that we learn from each other. I think as teachers, we can become more of a guide or a facilitator, instead of the one on the stage that knows it all. With access to the internet, students have access to all sorts of information that generations before them never had. The key is to educate students on what constitutes "good information."
Module 2: Communication
(November 28, 2011)
Challenge #3: Connect & Reflect
I have followed the K12 Online Conference website for years. The other day I had the opportunity to listen to Anne Mirtschin's presentation called The World is My Classroom. My reflection notes are posted on my blog: http://modelofchange.blogspot.com/Challenge #4: Communication with New Tools
One of the synchronous tools that I have used is Blackboard Collaborate. This also allows for synchronous communication. If a student is absent for the presentation, they can watch a video of it. I have found this to be a great way to extend learning beyond the classroom and to connect and communicate with people that have similar interests.One of the asynchronous tools that I use is Moodle forums. I teach all of my classes with a blended method. In other words, students meet face-to-face, however, all of the work is done online. All assignments are posted online and all work is turned in online. All the grading is also done online. One common use of the Moodle forum discussion is for students to present their work and complete peer review on other student's work. This is typically done on their own time, for instance, from home - extending the classroom. I have found this to be a very powerful way to keep students connected outside of the classroom. This also allows students to fit my classes into their schedule. If I teach Graphic Design 1st and 3rd period but the student only has 4th period available, they can be in my 4th period class, which might be Web Design, and take the Graphic Design class. I simply put them in the Graphic Design moodle, where they can meet and interact with students from other periods. I currently have four Graphic Design classes that never physically see each other, however, they are required to complete peer review from students in other classes besides their own. This seems to fit nicely with Level 2: Interconnection (with the School or Geographic Area).
Challenge #4 Bonus: Set up a Collaborative Calendar
Two examples of collaborative calendars that I have used include the following:1. Moodle Calendar - myself and another teacher teach Moodle to teachers for district professional development. We want to keep track of who is teaching which level of Moodle class, when. We both share this calendar and enter our classes on it. This calendar is then shared with the people in charge of Moodle professional development so that they can get a visual of what is being taught when and where.
2. Traffic Education Calendar - I am currently the director of traffic education for our district. There was an issue with which teacher had which car, when. I created an Outlook calendar and shared it with the other traffic education teachers (giving them editing rights) so that they could sign up for which are they needed when. This was a great way to communicate asynchronously.
I have also created a Google calendar (and used the Moodle calendar module) for students to be able to sign up for their presentations. We were doing presentations on Fridays and students could go directly into the calendar and sign up for which Friday they wanted to do their presentation. If another group already signed up for that day, they would have to find another day. This was great in that it took me completely out of the loop.
I have also been able to sync my Google calendars (which I prefer) with my Outlook calendars. This way I can see all of my calendars while I am at work using Outlook. I have also linked to the Flat Classroom Google Calendar.
Challenge #5: Go Mobile!
I have used ipods in my digital film class. Students had to scan QR codes to complete a task that had to be filmed from a particular camera angle. They then had to put their clips together (less than 30 seconds each) for a final video.I have used Remind101in my Business Co-op class. This gives students a message to text to a particular phone number which allows me to send them reminders about assignments. "A safe way for teachers to text message students and stay in touch with parents. Free." At our school students can only use their cell phones before school, at lunch and after school. So I usually schedule these reminders right after the lunch bell rings or the end of the school day bell rings.
Challenge #5 Bonus: Student PLN Construction
I have done a couple of things in this area. I introduced students to social bookmarking, since most of the social networking sites are blocked at our school. I started by talking about bookmarking and then what would make bookmarking social. We used Diigo to bookmark good websites related to Graphic Design. I created a group so that they could share this information with each other. We discussed how this could be useful for other classes and in the future.
I created a Facebook page for Graphic Design. I put a link to it in the class Moodle. The downside is that they cannot see the link at school and cannot access Facebook at school. They do access Facebook at home and thought this would be a good place to extend the classroom. I post student work and interesting Graphic Design related images or website links. It seems like it is getting a slow start, but I am not giving up. I think it may take a while for the word to get out. I also need to figure out what the hooks are to get students to want to visit the page.
Reflection
Interesting example of "push" technology: http://www.washingtonpost.com/socialreader
Module 1: Connection
(November 21, 2011)
Challenge #1: Set up your RSS Reader. My RSS Reader of choice is Google's Reader.
One of the blogs I follow is by Jason Neiffer and Mike Agostinelli. They are the more Tech-Savvy Teachers in Montana! Working together since 2008, Jason and Mike are leaders in the State of Montana and Pacific and Rocky Mountain West in classroom technology innovation, professional development and are incredibly nice guys!Another blog I follow is by Kathy Schrock. Her blog, called Kathy Schrock's Kaffeeklatsch is always has up to date with information that I can use personally or apply to my classroom. She has a great list of EdTech blogs that are worth taking a look at.
My RSS Reader: https://www.google.com/reader/view/?hl=en&tab=my
Challenge #2: Set up a blog.
I open my browser to my iGoogle page as follows:
Blog: http://modelofchange.blogspot.com/ (a work in progress)
Reflection
These are just some of my random thoughts and reflections after reading the first chapter of the Flat Classroom(R) book.
In reading the first chapter of the Flat Classroom(R) book, I was struck by the statement: "Learning is a social experience that can be enhanced with social networking tools and Web 2.0 technologies." While this seems like a simple statement, it is quite complicated when trying to use them in a classroom, where many websites are blocked at our school.
I like the statement "sharing unlocks unlimited potential". When I think about this statement, I think about Google and I think about the many teachers that I have shared my Moodles and Moodle knowledge with. I have worked with some teacher that don't want to share what they have learned with other teachers and I guess that is their right, however, I feel like we should all share a love of learning and be willing to share our knowledge. It is really just a different philosophy.
Another statement I liked was, "We believe effective use of technology can build bridges between classrooms, nations, and humankind, and that 21st century skills not only harness the power of technology but the power of people." I would like to add effective communication and use of technology. I feel that communication is a large part of this.\
I think there is some truth to "students who miss out on global collaboration opportunities may just be missing out on their future." I am very concious of this because of the rural nature of Motnana. I think more than some other states, it is important for Montana's to participate in global collaboration projects and the earlier the better.
I have already subscribed to many of the people listed in the first chapter, but there were some that I have not. I added these and appreciated the information. Reading this chapter has expanded my PLN.
Overview
(November 14, 2011)
We had our first meeting for the Flat Classroom Teacher Certification program today, November 14, 2011. This included introductions and an overview of the program. Both Vicki Davis and Julie Lindsey attended. The Flat Classroom Certified Teacher course is designed to train educators to be able to manage a global collaborative project built upon best practices of student collaboration and co-creation. The content for this certification is from the new book co-authored by Vicki and Julie called Flattening Classrooms, Engaging Minds.
One of the things I hope to accomplish with this certification is to offer a book club based on their book. I think that this could be a wonderful way to set an example for the model of change the district would like to accomplish.
From what I understand so far, the course will run for approximately twelve weeks and there are nine modules that need to be completed. In addition, we will complete fifteen challenges and be involved in one of the Flat Classroom projects as described in their book. I understand that we will be meeting online once a week to review progress and to discuss content of the course. This will include the seven steps to flatten our classrooms:
- Connection
- Communication
- Citizenship
- Contribution & Collaboration
- Choices
- Creation
- Celebration
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