Sustainably Digital

Communities of reformers

Some posts hit you exactly when and where you need to be hit. Dina over at The Line wrote a post that did just that recently. In a new school where I’m not exactly enthralled with the existing culture, I’ve found myself frustrated often. I haven’t been posting as much in part because I felt like most of what I wanted to write about would be negative and complain-y. I’m not one to be content with school culture that needs some work so I’ve tried pushing some things here and there with very limited success. That’s frustrating. Add that to teaching brand new classes and I’m frustrated knowing that this isn’t my best year as a teacher, even if its simply because it’s all new

In the midst of frustration the providencial interWebz sent Dina’s post my direction. Frustrated working to change a school while working in that school she pulls in advice from several of my favorite names in education (featuring Deborah Meier and Chris Lehmann) who advise reforming with a posse (for support) and giving yourself a break when things don’t work out they way you’d like. Check out this gem of a quote from Chris:

Trying to be Rafe Esquith or Debbie Meier is a good goal, but only if we don’t beat ourselves up when we fall short… teaching is a marathon, not a sprint. We desperately need wise, kind, thoughtful people who make this a career and a life.

And we need to forgive ourselves when we aren’t perfect or awesome or “A-game” every day. When the people who care leave because we cannot measure up to our ideal version of ourselves, in the end, that’s bad for our schools and our kids.

I have been in the habit of beating myself up for falling short this year, and Dina’s post helped me remember that it’s okay. I can fail without being a failure (and that I need to start forming a reform posse ).

Communities of learners

Michael Wesch teaches his college classes as if they were research groups. He does this to great effect and has received quite a bit of notoriety for his unique teaching style and the products of his students’ research (some examples). In the post Our class on how we run our class, Wesch details how the class is organized and what the students are responsible for generating.

Wesch has effectively created and implemented a teaching style that I’ve been slowly working towards in my last several years as an educator. It’s basically the definition of student-centered, authentic, active learning (I know that’s a lot a buzz words in one sentence, but if they’re ever applicable, it’s here).

This post gave me a lot to unpack and think about in relation to my own teaching. I haven’t had the time to sit down and decompress all the information he’s slammed into this one post quite yet, but it’ll definitely be something I spend time on this summer (if not sooner).

Michael Wesch was a guest on a recent Seedlings Podcast (#60) where he gives a little more insight into his philosophy of teaching. An interesting tidbit: he uses Eric Fromm’s The Art of Loving to stay focused on what how he should think about his students. The whole show is worth a listen.

Podcasts are amazing. I listen to them when I do the dishes, when I’m driving by myself in the car, when I’m going for a run, and pretty much any time when I’m doing mindless work. I’ve come to rely on podcasts quite a bit for my entertainment/learning/information. I’ve found that since I’ve started using podcasts (as opposed to simply listening to the radio) I’m consuming more far more information than I ever did previously.

I often find so much valuable (or at least interesting) information through listening to my podcasts, allow me share my current subscriptions. I recommend all of them. If you have a favorite podcast that isn’t on my list, feel free to throw it in the comments. I’m all for more quality shows.

Education

• Bit by Bit (SEEDlings): Bob Sprankle, Alice Barr, and Cheryl Oaks (all from Maine) meet weekly, generally with a different special guest each episode, to discuss education and education technology. Usually includes good discussion of educational uses of technology and they share lots of potential tools to use in the classroom. (~1 hr.; posts weekly)
• EdTech Posse: Rob Wall, Rick Schwier, Heather Ross, Alec Couros, and Dean Shareski get together to discuss “learning, education, teaching and technology.” I’ve only caught one episode so far, but I really enjoyed it. The hosts of the show are all involved in teacher education, which brings a different perspective to the discussion. Perhaps it’s a little more academic, but it’s not presented in a way that was off-putting or ivory tower-ish. (~1 hr.; posts now and then)
• Moving at the Speed of Creativity: Wes Fryer creates this podcast, which frequently features recorded sessions from education conferences around the world. Sometimes the sessions aren’t of great interest to me and I skip them, but I’ve heard many very interesting and thought provoking presentations through this podcast. (time varies, usu. < 1 hr.; posts at least once/week)
• The Practical Principals: This currently sits as my favorite education-related podcast- which is odd since it’s aimed more towards the principal crowd than the teachers. Scott Elias and Melinda Miller star as the Practical Principals relaying advice and tools to maintain your sanity. They’re personable, funny, and extremely knowledgeable. It’s a must suscribe. (~1 hr.; posts monthly-ish)
• Always On: I actually haven’t listened to an episode of this podcast; though it comes highly recommended from Scott Elias (of the Practical Principals). The most recent episode is on my iPod but I just recently subscribed and haven’t gotten to it yet.

Science

• 60-Second Science: A quick bite of recent news in science. (60 seconds; posts weekdays)
• 60-Second Earth: Same idea as 60-Second Science, but with a focus on Earth Science. (60 seconds; posts weekly)
• Bytesize Science: Put out by the American Chemical Society, this podcast is a fairly recent addition for me. Each episode focuses on one topic; going over scientific information in a way suitable for middle and high school students. I haven’t used this in my class yet, but it would be appropriate for such use. (~5 min.; posts every couple weeks)
• Krulwich on Science: Long-time science correspondent Robert Krulwich explains recent scientific discoveries and science and current events in an accessible and interesting way. I found this podcast through my exposure to RadioLab, which Robert Krulwich co-hosts (see below). (5-8 min.; posts weekly)
• NOVA | PBS: The podcast for the PBS television show. Includes interviews and information that relates to the topic of the TV (though you don’t need to watch the show to enjoy the podcast). (~10 min.; posts weekly)
• Quirks & Quarks: A CBC-radio show where the host (Bob McDonald) interviews guests about current events in science. You can subscribe the show split into its segments or all together. I personally like the segments, but the option is nice too. (1 hr.; posts weekly)
• RadioLab: Favorite. show. evar. Each show focuses on one idea (i.e. morality, sleep, stress) and investigates it from a variety of angles. Amazingly well produced, interesting, and easy to understand. Hosts Jad Abumrad and Robert Krulwich have great rapport and make the show auditorially stimulating. It’s so good I have every RadioLab show permanently saved to my .mp3 player. All other podcasts get deleted after one listen. Download them all. You won’t be sorry. (1 hr., weekly during the season)
• Science Friday: Ira Flatow hosts this call-in current events in science show every Friday afternoon. I love the show but never can stick out 2 hours in front of a radio. The podcasts downloads each segment individually. I enjoy getting it broken down into smaller parts so I don’t feel like I have to sit down for 2 hours to listen to the show in its entirety. The show also has it’s own twitter profile: @scifri (2 hrs.; posts weekly)
• Science Talk (SciAm): Host Steve Mirsky discusses recent events in science, often through interviewing scientists or recording presentations. (1 hr.; posts weekly)

Other

• Baseball History Podcast: A homey yet well done podcast that showcases the biography of one player each week. Includes Hall of Famers, Negro Leaguers, and some other lesser known players. It’s an entertaining and informative rundown of that players career. Excellent for me since I like baseball, yet my baseball knowledge pre-1988 is pretty limited. (~7 to 15 min.; posts weekly)
• Car Talk: The NPR Saturday morning call-in radio show. It’s funny, entertaining, and informative. If I’m behind in my podcasts I’ll skip this one, but that’s only happened once or twice in the last six months. (1 hr.; posts weekly)
• Planet Money: I believe Clay Burell pointed me towards Planet Money back in September or October when the financial crisis really started to gather steam. The hosts of Planet Money make it their goal to explain the complex happenings of the financial world in simple and entertaining ways. I definitely understand the financial crisis waaaay better than I ever would’ve without this podcast. (~20 min.; posts Mon-Wed-Fri)
• Sports with Frank Deford: The popular sports writer pontificates on various subjects of sport. Quick and interesting. Frank Deford has the honor of being one of the very few “famous” people I’ve actually met. He was giving a talk at my college and came into one of my classes to answer some questions. (~5 min.; posts weekly).
• This American Life: An award-winning radio show which brings different stories around a single topic each week. Generally very interesting and well produced. It’s one of the podcasts I look forward to listening to the most each week. (1 hr.; posts weekly)

If you have a podcast you look forward to every time you turn on your iPod, please let me know what it is, even if it doesn’t fall in the science or education categories.

Thanks to a tweet this morning by Will Richardson (@willrich45), I came upon the article “Why Self-Discipline is Overrated” written by Alfie Kohn and published in the Phi Beta Kappan in November, 2008.

5 bullet summary

Self-discipline is a trait that generally gets high praise from both progressive and traditional educators. However, Kohn points out that:

• extreme self-discipline is as much of a disorder as extreme lack of self-control, yet we usually attempt to prevent the latter and praise the former.
• all internal motivation isn’t good. Students can be wrecked by always worrying about what they “should” be doing.
• our pervasive cultural emphasis on self-discipline seems to be based upon conservative religious philosophies.
• emphasizing self-discipline ensures that the fault lies with the students instead of the structure that the students find themselves in.
• obviously not all self-discipline is bad. Just our total systemic bias towards it is.

Go Alfie!

What resonates most with me in this article is Kohn’s point that focusing on self-discipline is a method of being sure the status quo remains unchallenged. Our educational system explains away student “lack of slef-control” as the students fault. Instead of examining why students have little desire to complete the tasks we set before them and questioning our current practices, we just pass students off as immature and lacking in some way.

This general theme also pops up between any groups that have authority over each other. Districts where teachers are “causing problems” according to administration often are simply challenging the status quo.

Psychologically (to the extent that I know psychology), I agree that simply because students are sitting quietly in class and focused on their work doesn’t mean they’ll be better prepared than their classmates who are often loud and disruptive. Anecdotally, I’ve known many friends, family members, aquantainces, and ex-students who were a handful in school and yet managed to go on to live happy and successful lives.

Yeah, but…

How do you teach students to lose control? Further, how do you teach students who are overly self-disciplined to loosen up while at the same time help students who really do need to learn some self-control? Kohn doesn’t drop any hints towards that end. As a teacher, I can actively strive to provide lessons and activities which students want to work on, but how can I help a student who has become overly self-disciplined? Is there anything I can do?

I’ve always been frustrated that while I might really like most of Kohn’s ideas, many of his writings don’t offer practical examples. “What does that look like in action?” is question that keeps coming up as I read. I can hypothesize to some extent, but seeing a few real-life examples to benchmark would be wonderful.

Unfettered quotes

• “Learning, after all, depends not on what students do so much as on how they regard and construe what they do.”

• “What counts is the capacity to choose whether and when to persevere, to control oneself, to follow the rules – rather than the simple tendency to do these things in every situation.”

• “There is no reason to work for social change if we assume that people just need to buckle down and try harder.  Thus, the attention paid to self-discipline is not only philosophically conservative in its premises, but also politically conservative in its consequences.”

• “…to identify a lack of self-discipline as the problem is to focus our efforts on making children conform to a status quo that is left unexamined and is unlikely to change.”

• “Some children who look like every adult’s dream of a dedicated student may in reality be anxious, driven, and motivated by a perpetual need to feel better about themselves, rather than by anything resembling curiosity.  In a word, they are workaholics in training.”

Best quote taken totally out of context

• “…children are self-centered little beasts that need to be tamed…”

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Image Credits

• Alfie Kohn at MCTE 2006 by hickstro
• Cute character quotes by Johnny Vulkan

Since the topics of following one’s passions and life-long learning have been topics I’ve written about recently, I couldn’t help but love Ben Dunlap’s TED talk from 2007. It tells the story of Sandor Teszler, a Hungarian holocaust survivor who moved to segregated South Carolina and started up an integrated textile factory.

It’s 19 minutes and 3 seconds long, and definitely worth the time. Enjoy.

Deborah Meier believes that many people heading school reform outlets “have not read more than one or two of the 100 books I recommended at the end of ‘In Schools We Trust.’”

I’ve read some Deborah Meier (The Power of Their Ideas), but I’m not familiar with her list of 100 recommended books. In fact, upon thinking of it- and I’m embarrassed to even mention this- I’ve never read a book by John Dewey. I’ve read books about Dewey’s ideas. I’ve read countless articles that reference his ideas. I’m quite familiar with his ideas and yet I’ve never read what he’s actually written.

Can I really say I understand Dewey without reading his works? How much am I missing by not reading his own words?

Now I’m wondering how many other influential ideas I’ve only ever gotten secondhand. I’m feeling suddenly unprepared pushing for change at my school.

I might not be quite the Google-ite others are, but I do use a good number of their tools, and I think their corporate structure and culture might have some lessons for the education world. As a result, I decided I’d like to see the Google in action at the Google Teacher Academy in NYC this November. I’m not counting on being selected, but I figured I couldn’t pass up the chance.

I’ve put in my application, which included producing my own 1 minute long video- something I’ve never done before. I’m pretty happy with the results¹, although it’s certainly a long way from being professional. I’d call it a good first attempt at film making.

Here it is, my acting, screenwriting, producing, and editorial debut:

Let me know what you think.

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¹ Upon searching for other applicants videos (which I did only after finishing my video), I saw lots of pandering to Google by focusing on how cool Google tools are. I hope that’s not a major requirement, since the only Google-y things in my video are the brief screenshots of Reader and YouTube. Oh well. If they’re looking for panderers, then I’m not going to be their guy anyway.

I just finished listening to the clearest explanation of the current financial crisis I’ve heard yet. Ira Glass, on his radio show “This American Life“, takes the time to explain various financial products and how they’ve contributed to the major problems we’ve seen up to this point. If you’re concerned about the economy but aren’t exactly an economic wizard, this is the show for you.

My hat is off to Ira Glass and This American Life for breaking down the complicated world of finance in ways that are easy for anyone to understand. It won’t make you feel better about our current economic system, but at least you’ll understand why you should be worried.

The episode is called “Another Frightening Show about the Economy.”
The mp3 file is available to download as well.

UPDATE: The radio show above mentions a daily podcast that gives daily updates on the financial crisis. The podcast is called Planet Money; run by the authors of the Planet Money blog. I haven’t checked out the podcast yet, but it’s on my short list. The Planet Money blog does appear to be an easy read, even for non-financial types.
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Thanks to BoingBoing.net for the tip. Clay Burell also pointed out This American Life’s earlier show on the economy.

The K12 Online Conference 2008 is revving up to start on October 13 and running through November 1st. I was unable to participate in the 2007 edition due to time issues, and have heard very little but good about the whole process.

They’ve just posted the schedule for 2008, so I urge you to check it out. Unlike typical conferences, you can choose just to dip into what areas interest you. If you don’t like any of the topics for a couple days, don’t participate! If you have a big social event planned one of the nights, they’re all archived for later viewing! And best of all (especially coming on the day when I was denied funding for EduCon 2.1¹), it’s free. 

I’m interested to see what ideas people will be sharing and excited to get an opportunity to interact with other individuals from around the world.

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¹ In no way am I meaning to knock EduCon, or the fact that it costs money. I’m just a bit disappointed my district doesn’t see it as valuable for my own professional development. We’ll have to review personal finances to see if it’s in our budget…

Today marks the first time the Large Hadron Collider will attempt to circulate a particle beam. This new tool in the belt of particle physicists should help prove/disprove some current grand unified theories, including the existence of the Higgs Boson, thought to be responsible for giving mass to particles.

While some people have been worried the LHC will cause some crazy reaction that will end in the destruction of the Earth (say, via a black hole), Cory Doctorow in a post at Boing Boing quoted a physics who said of the chances of the LHC destroying the Earth: “Look, it’s a 10^-19 chance, and you’ve got a 10^-11 chance of suddenly evaporating while shaving.”

In honor of this grand event, I post below the LHC Rap, which is a surprisingly good song about the LHC. If you weren’t listening too closely, you could almost mistake it for a Digable Planets song (almost).

To learn more, check out CERN’s home for the Large Hadron Collider.

One thing I was excited about upon moving out of Michigan, the state where I’ve lived for 99.2% of my life¹, is discovering the little regional differences that gives each place its true character. It’s the things you wouldn’t necessarily pick up as a tourist passing through for a few days that are more fun. So far there’s been the unsurprising (the large number of seafood shacks), and the more surprising (finding that wearing polos with the collar popped isn’t done by a large segment of the population, not just preppy frat boys; finding wearing dock shoes without socks is cool, etc.).

One of the more obvious differences is the possibility of tropical storms/hurricanes. However, Connecticut is pretty far up the coast, and upon doing a little research, I found only 9 storms have ever reached Connecticut as hurricanes since 1856; only one within the last 25 years. And while tropical storms are a little more likely than hurricanes, the last time one affect CT was when Floyd came through in 1999, nine years ago. The image below shows all hurricanes (red), tropical storms (yellow) and tropical depressions (green) to affect New London county in the last 50 years.

Tonight Tropical Storm Hanna will blow through CT, with the center of circulation coming quite close to my location (see map from Google Earth below). I’m finding myself strangely excited to get a chance to experience a tropical storm- something I feel somewhat guilty for, since people are suffering through some property damage, power outages, and probable injuries as a result of Hanna already. A tropical storm is just so different from any type of weather we’d get in the Mid-West, that I find myself looking forward to the new experience.

I’m tempted to throw on a rain slicker and some goggles and head down to the beach Jim Cantore-style as Hanna blows through (I won’t really).

Images
Historic Hurricane Tracks from NOAA Coastal Services Center
Hanna’s Projected Path from Google Earth

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¹ That is: 353 of my 356 months of existence.