Tag: curriculum

Introduction to Robotics, Semester 2 Plans

Our first middle school robotics courses got rolling back in August. It has been a learning experience, but it has mostly been very positive. The curriculum from Carnegie Mellon University via  Robomatter has been very successful. Teachers have sorted out management of robots, charging, etc. Assessment was a concern at first, as our district requires a minimum number of daily and major grades. Those concerns have been addressed by having students complete the curriculum lessons/quizzes, complete frequent reflection tasks in engineering journals, and assessment of completed projects. As for students , they have struggled nicely at times, but for the most part have fought through glitches and design errors to create a variety of successful robots.

A surprise was sprung upon us when we learned that students who are currently enrolled in the course will be allowed to take it for another semester. While this is exciting, it is a challenge, because we don’t have a year’s worth of curriculum materials. So we are having to do a little scrambling. What we are planning to do is to make the class more of a project based, independent learning course for the students who took it in the first semester. I am working to prepare a list of resources and project prompts, with students also having the flexibility to design their own projects. Embedded below is the working document, which will see lots of updates in the coming weeks. Feel free to borrow, and any suggestions are very welcome. I anticipate projects will last anywhere from a couple of days to a month or more, depending upon complexity.

Seinfeld PD

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Image source: https://flic.kr/p/9C1u41

For more than a decade, I have been wearing myself out trying to plan the perfect PD session. I have taught on everything from how to save a file to how to build a robot and everything in between. I have done short, 15-minute mini lessons, all-day workshops, multi-day workshops, online courses, webinars, lunch and learns, etc. Something I have to admit, if I am honest, is  that probably only a small percentage of trailblazer attendees left my training and actually permanently changed their teaching practices. It doesn’t matter the enjoyment/engagement level or how amazing my presentation was, That is a cold reality. My success level is probably good for a power-hitting 3rd baseman, but not what I want as an advocate for innovative, effective classroom practices.

Something I have to admit, if I am honest, is  that probably only a small percentage of trailblazer attendees left my training and actually permanently changed their teaching practices.

An epiphany hit me this morning just as my 2nd cup of coffee kicked in. These aren’t the results I want, but I keep sticking with generally the same strategies (Something I constantly rail on with regard to our education system as a whole <slapping my forehead>.). What if I threw away the plans, the scripts? What if I “designed” professional learning about…nothing?  I shared the idea with my Assistant Superintendent, Bill Lewis, who like it and said it sounded like a Seinfeld PD plan. As a huge fan, I immediately stole the name.

What if I threw away the plans, the scripts? What if I “designed” professional learning about…nothing?

Here’s how it works. The goal is for PD to fit the curriculum and the classrooms’ needs as much as possible. So, instead of planning a session on Google Apps or digital storytelling, I will be implementing 3-hour sessions where teachers come with curricula in hand, and we collaboratively find ways that our available technology resources could be used to make the learning more powerful. This is what many of us have done for years on campuses we served–I just want to try it as THE district model for technology PD. There will be elementary and secondary sessions, and maybe sessions for specific subjects/disciplines. If someone suggests a tool for someone else, and we need to do a mini lesson or explore how it works, we will do so. The teachers, however, will drive the tech and the PD. Hopefully, everyone who attends will leave with a new skill or 2, sure, but, more importantly, with actual plans to put the tools to work as best fits their classes. My role will become that of facilitator (Ironically, a role I have advocated that teachers should take for years.). To be honest, sessions could be run and documented (for our district’s accountability purposes) by techno-savvy teachers. I also want to have fun with the setting. Meet at a local coffee shop? Why not?

This is a little bit similar to the so-called “un-conference” approach of events like EdCamp, but it differs in that the learning is even more individualized. It is immediately, directly applied to the teachers’ goals and needs.

Is it too open-ended? Too much teacher control and ownership? Will it even appeal to educators used to having these things planned out for them? I can’t say, at least not yet. I think it will be a success, though, because this will be about ownership over the learning, professional collaboration, and relevance. There are other considerations, such as having a variety of resources ready and waiting, just in case an iPad or a MakeyMakey becomes the tool of learning of the moment. Regardless of these questions, I like change, and I like risk, so I am going to give it a go. I will share my observations and assessments and teachers’ reactions as it moves forward.

Lodge McCammon on Music in the Classroom

At the TCEA convention this week, I had the privilege of attending a reception put on by the good folks at Discovery Education. At the reception, we were introduced to Dr. Lodge McCammon, who is a Specialist in Curriculum and Contemporary Media at the Friday Institute for Educational Innovation at North Carolina State University. Lodge shared some fantastic music videos that teacher participants at Discovery’s pre-conference workshop had presented and talked briefly about his work creating music videos for Discovery Education. His videos cover advanced science, math, and social studies topics, and they are available at Discovery Education’s Streaming video site (search Lodge McCammon). We talked briefly about his work and research (including a fascinating bit about how traditional music affects the brain versus rap music’s effect), and he was gracious enough to give me a few minutes to ask him about his thoughts on music in traditional subject areas. For more information on his work, visit his website, Iamlodge.com.

A Day With Heidi Hayes Jacobs

Spent the day today at Richland High School listening to Dr. Heidi Hayes Jacobs. It was a very exciting opportunity and a fantastic chance for many of our district’s teachers and administrators to hear something that needs to be heard: we MUST refocus our curriculum and practices to meet the needs of students is a world that is nothing like that in which the teachers were raised. The live blog is below, but I’ll likely be following up with greater analysis.

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