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.
MACWk3Reading_Response to Karmiko Burton
“Have you ever had an "a-ha" moment you wanted to share but were afraid to because you were concerned people would laugh? That moment is trapped in a split second idea that could lead to a world of possibilities. Unfortunately, we get trapped in what's known as a downward spiral and those possibilities drift away.”
I found your last statement interesting. I never have thought of you as an individual who stands on the sidelines and watches. I think anyone who reads this book in earnest must take away something from it. I'm glad you're finding value in it.
I found your last statement interesting. I never have thought of you as an individual who stands on the sidelines and watches. I think anyone who reads this book in earnest must take away something from it. I'm glad you're finding value in it.
MACWk3Reading_Response to Jeinine Urquiza
"Love the excerpts included about the Mahler symphony and Stravinsky pieces. Better yet, the explanation behind the Mahler symphony and direct quotes of Stravinsky."
Thank you for sharing your experiences in college. I understand how difficult it is to perform in any capacity when you are paralyzed with fear. That's what growth is about able the ability to overcome in spite of your fears.
Thank you for sharing your experiences in college. I understand how difficult it is to perform in any capacity when you are paralyzed with fear. That's what growth is about able the ability to overcome in spite of your fears.
Sunday, October 10, 2010
MACWk2Reading_The Art of Possibilities: Still an Assignment?
What I must examine is why after the second week I still consider the reading of this book an assignment? I receive immense pleasure when I read it but still place it on the back burner to the measurements of progress that continue to crowd out my game of contribution, my central self, and to a lesser degree of absence, but not fully present, Rule Number 6.
What I see in myself, and others, is what the authors eloquently refer to as the prolonged period of childhood. The word prolonged explaining why these habits persist after their need or usefulness has ended. The connection between the calculating-self and childhood is perfectly clear as well as the description of this world as one of scarcity.
In this week’s reading I have discovered, greater than giving everyone, including myself, an A is answering the question, what would have to change for me to be completely fulfilled?
What I see in myself, and others, is what the authors eloquently refer to as the prolonged period of childhood. The word prolonged explaining why these habits persist after their need or usefulness has ended. The connection between the calculating-self and childhood is perfectly clear as well as the description of this world as one of scarcity.
In this week’s reading I have discovered, greater than giving everyone, including myself, an A is answering the question, what would have to change for me to be completely fulfilled?
MACWk2_Free Post
I am, without a doubt, running out of steam with this program. Oddly, in view of my concurrence with the contents of The Art of Possibilities, it is my calculating-self, amidst a world of scarcity that’s propelling, no pulling me, to the completion of this yearlong course.
I value and have found value in each courses content, almost every course director and my cohorts. I am anxious to be able to freely apply what I’ve learned to my teaching and see its effects on my students’ academic and social learning outcomes. However, the AR project stands as my final bulwark.
The AR project has always seemed subordinate to each course throughout the EMDT program. Now it takes center stage, like an orchestra conductor, prominent and silent.
I value and have found value in each courses content, almost every course director and my cohorts. I am anxious to be able to freely apply what I’ve learned to my teaching and see its effects on my students’ academic and social learning outcomes. However, the AR project stands as my final bulwark.
The AR project has always seemed subordinate to each course throughout the EMDT program. Now it takes center stage, like an orchestra conductor, prominent and silent.
MACWk2Reading_Response to Brian Cross
“The more I read this book the more I realize the significance of its title. Leading from a chair, not only eliminated my ignorance to orchestra, but it also opened my eyes to an interesting dilemma of choice.”
Brian,
I love your simple yet profound observation that “If most people actually took the time to think about the reason for their behavior or think i(t) through before it get(s) out of control, a lot of problems would be solved outside of court and jail houses.”
Imagine a world where people routinely practice rule no. 6 and think through their behavior before they act. The possibilities are limitless!
Brian,
I love your simple yet profound observation that “If most people actually took the time to think about the reason for their behavior or think i(t) through before it get(s) out of control, a lot of problems would be solved outside of court and jail houses.”
Imagine a world where people routinely practice rule no. 6 and think through their behavior before they act. The possibilities are limitless!
MACWk2Reading_Response to Abby Briggs
“I like the idea of tackling life while trying simply to make a contribution and not always having to judge yourself against a strict set of standards. Life can be so stressful, what a great frame of mind to take what you have today and do the best you can with it, then come back and do the same tomorrow”
Abby,
I too am having some difficulty transferring these wonderful practices to middle school students who are bullying other students, high as a kite, or just disrupting the learning of others because they want to. There is an A in each of them someplace and it’s a matter of finding it.
Abby,
I too am having some difficulty transferring these wonderful practices to middle school students who are bullying other students, high as a kite, or just disrupting the learning of others because they want to. There is an A in each of them someplace and it’s a matter of finding it.
Sunday, October 3, 2010
MAC Week1_Activity_Free_Choice
Crossing the “t”s and dotting the “i”s for the finalization of my AR Website is an interesting process. Looking at the 16 literature review resources I posted months ago and how (APA) I posted them, and what I had to do to update and correct them, shows me how far I’ve come.
Then, this week our professional development goals were due. Each goal is tied to student improvement. The most curious aspect was the manner in which they had to be developed which had not been previously required. Our goals had to be written based on an Action Research question. We must support our question with research and one or more of the strategies we select to support our goal must be based on what the research said about the question. Hum. Based on an Action Research question, what goal should I choose?
Oh, this degree is starting to pay off!
Then, this week our professional development goals were due. Each goal is tied to student improvement. The most curious aspect was the manner in which they had to be developed which had not been previously required. Our goals had to be written based on an Action Research question. We must support our question with research and one or more of the strategies we select to support our goal must be based on what the research said about the question. Hum. Based on an Action Research question, what goal should I choose?
Oh, this degree is starting to pay off!
MAC Week1_Activity_Reading
My thoughts on The Art of Possibilities, Chapters 1-3
Me: “Why are we reading this book?”
Authors: “…ask yourself this question: What assumption am I making, that I’m not aware I’m making, that gives me what I see?”
Me: “Umm.”
Authors: (paraphrase) People are drawn to open, positive people.
Me: “How true.”
Authors: “When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but from a place of respect that gives them room to realize themselves…” “This A is not an expectation to live up to, but a possibility to live into.”
Me: “Regardless of the person, begin from a place of fullness. It’s more that being positive; it’s a manifestation of an actualization.
Me: “Although the public education system does not allow me to give each student an A for the content I’m teaching them, I can in every other aspect. What results will that produce under trying circumstances?
Authors: “Giving yourself an A is not about boasting or raising your self-esteem. It is a framework that allows you to see all of who you are and be all of who you are, without having to resist or deny any part of yourself.”
Me: “It is what it is.”
Me: “I love this book!”
Me: “Why are we reading this book?”
Authors: “…ask yourself this question: What assumption am I making, that I’m not aware I’m making, that gives me what I see?”
Me: “Umm.”
Authors: (paraphrase) People are drawn to open, positive people.
Me: “How true.”
Authors: “When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but from a place of respect that gives them room to realize themselves…” “This A is not an expectation to live up to, but a possibility to live into.”
Me: “Regardless of the person, begin from a place of fullness. It’s more that being positive; it’s a manifestation of an actualization.
Me: “Although the public education system does not allow me to give each student an A for the content I’m teaching them, I can in every other aspect. What results will that produce under trying circumstances?
Authors: “Giving yourself an A is not about boasting or raising your self-esteem. It is a framework that allows you to see all of who you are and be all of who you are, without having to resist or deny any part of yourself.”
Me: “It is what it is.”
Me: “I love this book!”
MAC Week1_Activity_Response to Collette Ishizaki
“The first chapter of our reading insinuates our brains are trained to follow a map and to not venture further than what we are trained to do. But we should be creative and exercise thoughts outside of the box. I realized several years ago that I struggled with this because I tend to feel “safe” following a format or a course of action.”
Collette,
Stepping outside of our box or comfort zone is a challenge not all take. I’m glad to hear you ventured out. Good for you!
I see chapter beyond thinking outside the box. It’s a transformation of not a one time event but how you live your life, expanding the possibilities by seeing beyond what is there. I think that takes more commitment than even creativity.
Collette,
Stepping outside of our box or comfort zone is a challenge not all take. I’m glad to hear you ventured out. Good for you!
I see chapter beyond thinking outside the box. It’s a transformation of not a one time event but how you live your life, expanding the possibilities by seeing beyond what is there. I think that takes more commitment than even creativity.
MAC Week1_Activity_Response to Froilan Natividad
Comment to Froilan Natividad
“I really like the chapter 3 about giving yourself an A. He said that A is not an expectation to live up to but a possibility to live into.”
Froilan,
What a difficult situation with your social studies teacher. If you had this book and were capable of understanding when you were experiencing the difficulty, would your perspective be different today? Could you find a way to give the social studies teacher an A? What possibilities would that open up for you? What could you now invent?
“I really like the chapter 3 about giving yourself an A. He said that A is not an expectation to live up to but a possibility to live into.”
Froilan,
What a difficult situation with your social studies teacher. If you had this book and were capable of understanding when you were experiencing the difficulty, would your perspective be different today? Could you find a way to give the social studies teacher an A? What possibilities would that open up for you? What could you now invent?
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