I’ve selected the National At-Risk Education Network (NAREN) because it is specifically designed to address the issues of at-risk children and struggling readers are included in that category.
http://www.AtRiskEducation.Net
I've also selected International Society for Technology and Education (ISTE) because their mission includes empowering educators as well as using technology to help students reach their full potential.
http://www.iste.org/welcome.aspx
Sunday, October 24, 2010
Wk4 Publishing/Leadership Project Part 2 of 2
Struggling readers are often unengaged with reading content and score below basic proficiency levels (NAEP, 2005). Remediating reading to students who read below grade level presents the challenge of engaging students in a task at which they have experienced little success. For that reason, reading is not a skill these students are not motivated to learn. How do educators, who remediate struggling readers, design a system or multi-faceted systems of academic delivery that will engage middle and high school students in text at and above grade level? Examining one facet of that system was the focus of my Action Research project.
I reviewed my Action Research project with Cedric McClain, a critical friend and coworker and my classmate Karmiko Burton.
Karmiko Burton made reccomendations regarding formatting. She suggested placing all text in the presenter's note section and to place only a few bullet points on the screen.
Cedric McClain stated:
This is an excellent topic for your Action Research project and the tools you chose to study this problem were excellent 21st century tools; mobile learning, web 2.0 tools and online gaming. The one thing I would add when you present this to a publisher is to state what specific mobile learning application, web 2.0 tool and online gaming application you used and what area of reading they addresses. This is excellent topic and there is a critical need for effective programs to address literacy. Excellent job on your Keynote presentation it is very clean and visually appealing, keep up the excellent work.
The URL to my keynote is:
files.me.com/clarki1/50acu1.key.zip
MAC Wk4 Reading_Art of Possibilities: Pulling It All Together
Chapter 10 suggests making yourself the board. Bring the entire situation into your game and you make the moves, rules, credits, etc. I do like this quote: “Grace comes from owning the risks we take in a world by and large immune to our control.”
“Gracing yourself for everything that happens in your life leaves your spirit whole, and leaves you free to choose again.” I wholehearted disagree with this. “Time and unforeseen occurrence circumstances befall them all.”—Eccles. 9:11 Waiting at a light and having a drunk driver ram into the back of me is not an experience for which I will accept responsibility. To include my lack of awareness about the statistics of loopholes in drunk driving laws as to how this accident happened to me or got on my board is absurd. It is an unforeseen occurrence. How I handle and/or react to the circumstance determines the remainder of my experience. This chapter is a bit much.
Frameworks for Possibilities
Unlike chapter 10, chapter 11 resonates with me--making new distinctions in the realm of possibility; substituting a new framework for the one that is spiraling downward.
Creating a new framework to address the actions of the teenagers while in Brazil was powerful. I hope to incorporate a similar strategy when the opportunity presents itself this week at school.
This is one of the best definitions I’ve seen for a vision “an open invitation and an inspiration for people to create ideas and events that correlate with its definitional framework.”
Chapter 12
Telling the We Story—the togetherness of you, me, and, others. Start by asking: What do WE want to happen? What is best for US? What is OUR next step?
Without a doubt, I was brought to this book as an idle traveler passing through, but I am so much more enriched for my journey.
“Gracing yourself for everything that happens in your life leaves your spirit whole, and leaves you free to choose again.” I wholehearted disagree with this. “Time and unforeseen occurrence circumstances befall them all.”—Eccles. 9:11 Waiting at a light and having a drunk driver ram into the back of me is not an experience for which I will accept responsibility. To include my lack of awareness about the statistics of loopholes in drunk driving laws as to how this accident happened to me or got on my board is absurd. It is an unforeseen occurrence. How I handle and/or react to the circumstance determines the remainder of my experience. This chapter is a bit much.
Frameworks for Possibilities
Unlike chapter 10, chapter 11 resonates with me--making new distinctions in the realm of possibility; substituting a new framework for the one that is spiraling downward.
Creating a new framework to address the actions of the teenagers while in Brazil was powerful. I hope to incorporate a similar strategy when the opportunity presents itself this week at school.
This is one of the best definitions I’ve seen for a vision “an open invitation and an inspiration for people to create ideas and events that correlate with its definitional framework.”
Chapter 12
Telling the We Story—the togetherness of you, me, and, others. Start by asking: What do WE want to happen? What is best for US? What is OUR next step?
Without a doubt, I was brought to this book as an idle traveler passing through, but I am so much more enriched for my journey.
MAC Wk 4 Reading_Response to Karmiko Burton
“This week's reading was timed perfectly. While the book overall is nice, this chapter spoke to me. I've realized I am a board; a catalyst to all the things I'm trying to accomplish at work, in my consulting work and most of all, in life.”
Karmiko,
I liked your explanation of the board, “game makers improve the game, set new challenges and even expand the board…” Your explanation seems to encapsulate the author’s perception of the
practice. Nice job.
Karmiko,
I liked your explanation of the board, “game makers improve the game, set new challenges and even expand the board…” Your explanation seems to encapsulate the author’s perception of the
practice. Nice job.
MAC Wk4Reading_Response to Jeinine Urquiza
“Perhaps, in light of all that has happened in my teaching career, my vision has changed. Am I aware of this?”
Jeinine
It appears you already implemented many of the tools set forth in this book before you began reading. Starting over can be difficult and exhilarating at the same time. Create new frameworks from the one that is spiraling downward. Well done.
Jeinine
It appears you already implemented many of the tools set forth in this book before you began reading. Starting over can be difficult and exhilarating at the same time. Create new frameworks from the one that is spiraling downward. Well done.
Sunday, October 17, 2010
MACWk3Reading_Reality, Present, & Giving
We all have that tendency to present things the way we wish them to be rather than the way things are. The authors label the practice of presenting things the way they are including our feelings about the way things are, as presence without resistance. To accomplish his practice we must be able to distinguish among feelings, facts, and assumptions. This practice is made more difficult by our perception and we all know that perception is reality.
Chapter eight delves into giving way to passion. The authors suggest that you must notice where you are holding back and then fully and wholly participate. Almost everything is easier said than done. Without a doubt, this practice would take enormous practice. This may mean overcoming physical disorders as well as behavior modification.
Chapter nine addresses enrollment, “the art and practice of generating a spark of possibility for others to share and giving yourself as a possibility to others to share and being ready to catch their spark.” In my estimation, that’s what teaching is all about. As educators, we don’t simply impart knowledge, we form relationships and that cannot be done with sharing some of yourself.
Chapter eight delves into giving way to passion. The authors suggest that you must notice where you are holding back and then fully and wholly participate. Almost everything is easier said than done. Without a doubt, this practice would take enormous practice. This may mean overcoming physical disorders as well as behavior modification.
Chapter nine addresses enrollment, “the art and practice of generating a spark of possibility for others to share and giving yourself as a possibility to others to share and being ready to catch their spark.” In my estimation, that’s what teaching is all about. As educators, we don’t simply impart knowledge, we form relationships and that cannot be done with sharing some of yourself.
MACWk3Reading_Response to Terrance Davis
“After reading, the assigned chapters in this weeks book The Art of Possibilities. I began to imagine how great the chapter “The Way Things Are!” related to my personal crisis I experienced this week. Each word I read seemed to guide me in coping with the reality of the news I heard earlier this week.”
Terrance,
As powerful as this book is no one wants to immediately make application of the practices in such a potentially overwhelming way. I am sorry to hear about your husband and as you told him, I too hope he will be OK.
You nailed the practices an obviously have a firm grasp on their meanings.
Terrance,
As powerful as this book is no one wants to immediately make application of the practices in such a potentially overwhelming way. I am sorry to hear about your husband and as you told him, I too hope he will be OK.
You nailed the practices an obviously have a firm grasp on their meanings.
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