Connections and reconnections. That sums up my EduCon experience today.
After @NancyW (Nancy White) and I made our bus connection to SLA, I connected with @bhwilkoff (Ben Wilkoff) and @hdiblasi (Howie DiBlasi) and later with @mwacker (Michael Wacker). During the SLA tour, guided by two SLA students, I found my way into several classrooms and posted a few tweets during the process.
On a tour at SLA, now in @mrchase English class. Lesson about Jackson’s The Lottery. #educon
What!? What kind of heresy is this? Laptops right next to lab equipment and kids entering experiment data?! #educon
Now kids reading their poems from their laptops! Not a piece of paper to be found! Who do these people think they are?! #educon
Overheard: You dont want to be on your cell phone in class. You might miss something… #educon
I know the non-educator friends in Facebook (and maybe even some of educator friends) sometimes get a little annoyed by my constant tweets that update my Facebook page. Some of them comment and leave me special sentiments. Like the kids we teach, they engage at different ranges consistent with their areas of interest and/or if they think they can beat someone else to a humorous reply.
Later I found myself in Zac Chase‘s (@mrchase) regular classroom having a conversation about a range of education topics with @bhwilkoff (Ben Wilkoff), @mwacker (Michael Wacker), @shareski (Dean Shareski), @thecleversheep (Rodd Lucier), @jasonmkern (Jason Kern), and several others. I didn’t say much, which, for those of you who know me will probably find that hard to believe. I was there for my own learning and while I wasn’t verbally participating, I found myself making mental connections to some of my own prior learning and working it into this new knowledge. Not everything bore immediate fruit, but as is common for me, I planted seeds from the conversations of others.
Downstairs in the commons and feeling the pressure to steal a few minutes of work, I turned my laptop on for the first time. I didn’t get much work done; there were too many conversations making too many connections for me. @mwacker (Michael Wacker) and I talked a little shop with @akamrt (Gregory Thompson).
I met SLA teacher @dlaufenberg (Diana Laufenberg) and got to hear about some of the internal workings of SLA over a Mediterranean lunch with several people from during the day. Some of that conversation connected to some of the earlier conversations that connected back to another book I’m currently reading.
Afterword, we again found ourselves (with several others from earlier) in Zac Chase‘s (@mrchase) regular classroom, only this time populated with his students. I listened as kids read their sentences attempting to use some of the vocabulary taped to the wall. Later, I was again content to be an observer, but one of @shareski‘s and one of my tweets sums it up:
@MrChase likes being a teacher.
Mr. Chase drafted us to help kids with some of the struggles they were having in working through an assignment where they were using blogs. I didn’t know much about the assignment, so I found myself asking lots of questions to understand. The students were very gracious in their responses, but through the whole process I saw that one of them was listening to the group’s responses and was working them into the 10 items Mr. Chase asked them to work on. There, I made another re-connection: questions are important. It’s soooo easy to fall back on our “Curse of Knowledge” as Dean Shareski made reference to earlier (which also triggered a connection to a book I recently read, Made to Stick by Chip and Dan Heath who also made reference throughout to the Curse of Knowledge).
@bhwilkoff (Ben Wilkoff), @mwacker (Michael Wacker), and I made an unremarkable trip and back to a tweetup before attending the Friday Night Panel Discussion. Now that made lots of connections for lots of people. The Twitter hashtag #educon made it as one of the trending topics in Philadelphia. Managing the conversations on stage and via Twitter proved to be hyper-engaging for me, not really a pacifier as one panelist alluded to regarding technology. I may have gotten a little snarky once or twice.
I followed the crowd out and ended up riding a conversational wave that included connections from @thecleversheep (Rodd Lucier), @shareski (Dean Shareski), @jonbecker, (Jonathan Becker, whom I long tweeted with and finally met in person), @courosa (Alec Couros who, by the way, went around the group of 13 people, introduced by both in-world and twitter names, only missing one who was new to him. That was amazing and shows the power of connections on people.), @bhwilkoff (Ben Wilkoff), @lizbdavis (Liz Davis), @aforgrave (Andrew Forgrave), @msjweir (Jamie Reaburn Weir), @zbpipe (Zoe Branigan-Pipe), and @crafty184 (Chris Craft). My memory isn’t as good as @courosa (Alec Couros) because I’ve left two people out. I apologize.
After the good conversations from the day, I knew I wasn’t going to be going to sleep anytime soon. That stinks because the conversations of the day start early tomorrow (er, later this morning).
Oh yeah, I decided to change my Twitter picture so I can help with putting a name to a face when meeting in-world. Thanks for the suggestion.
The past two days at NECChave been full of great learning and excellent experiences. I received a tweet asking our favorite session. I was having trouble deciding on just one, so I responded with several sessions. Most of the sessions have had something to offer, but Chris Lehmann’s School 2.0: Combining Progressive Pedagogy and 21st-Century Tools stood out.
In this packed session (notes below), Chris gave us his take on education first and then took us, as a group, the process of developing an UBD lesson. Along the way he masterfully facilitated the development, asking refining and clarifying questions, redirecting as needed. I could almost put myself into his school and see how he works with his staff through this process. really, really good stuff. I think I want to work at the SLA.
Although they appear below, they bear repeating when considering our approach to education, leadership, and related technologies “Tools don’t teach, but they change the way we teach. AND It’s not about the tool; it’s about the teaching.”
That’s the truth.
One of the other benefits of the session and also the conference is that I got to meet several of the authors of the blogs I read including Wes Fryer, Will Richardson, Karl Fisch, Bud Hunt, Stephanie Sandifer, Chris Lehmann, and Ewan McIntosh. For all of our online interactions, it’s very nice to shake hands and talk with people face to face.
By the way, before Chris Lehmann’s session ended, Ewan McIntosh had already posted about the session. When Dean Shareski asked how he could post before the session was over, Ewan tweeted in response “McIntosh always posts before the session’s done. I’m tomorrow’s NECC today ;-)” Good humor.
Chris Lehmann’s Session Notes
In our hurry to learn “What’s new,” we can’t lose sight of “What’s best?” Examine using the new tools in a school-wide, constructivist manner. Recommended by ISTE’s SIGTC
· We work best and learn best when it matters to us
· Create caring institutions
o Who the direct and indirect objects of our sentences are
§ We teach kids first, subjects second
· It’s not about us
· It has to be inquiry driven
· It has to matter
· It needs to be metacognitive
· Technology infused
o Ubiquitous, necessary, and individual
· It has to be driven by understanding
· How do we get there?
· Pedagogy matters a lot
o (it matters for everything)
· Progressive teaching
o Using 21st Century Tools
· How to prevent Technology Overload
o What’s good is a better question than what’s new
§ The best one is the one we decide to use
· 5 things for kids
· A Convenient and Reasonably False Taxonomy
o Tools for each
· Tools don’t teach, but they change the way we teach
· What are your goals and what tools get you there?
o It’s not about the tool; it’s about the teaching
· Understanding by Design
o How much more could kids learn if they didn’t have to spend all this time figuring out the adults
§ Transparent Learning
o Step 1: Desired Results
§ What transfer goals and content goals will be met?
§ What should students come away understanding?
§ What essential questions will students explore and address?
§ What knowledge & skills [content] will students leave with?
o Step 2: Assessment Evidence
§ How do we authentically assess?
§ What performances and products will reveal evidence of understanding?
§ What other evidence will be collected to reflect other Desired Results?
§ (the schools we need) Tests and quizzes are dipsticks to see if kid get the skills
§ (Authentic assessment is not just an end game)
o Step 3: The Learning Plan
§ What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?