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Cross posted to the Langwitches Blog
As a reader of my blog, you have followed my journey into exploring Sketchnoting since April 2014. I have come a long way by studying and learning from other sketchnoters: their techniques, their tools, their thinking process, their signature people, objects and metaphors.
If have gone from asking myself WHAT can you Sketchnote? to Sketchnoting as a Form of…
I am experimenting with a variety of goals, as I am sketchnoting, wanting to be aware of how I react to each form in terms of my thinking process and learning involved.
- Reflection : “We don’t learn from experiences, we learn from reflecting on the experience” John Dewey
- Note Taking: How can we summarize main ideas visually?
- Visual Thinking: How can we make thinking visual and visible to others?
- Content Creation: How can we take concepts and content, in order to be able to share visually to appeal to a larger audience
- Memory Aid: Doodling triggers memory after the event has passed. Visuals beat text when it comes to remembering
- Process Ideation: Documenting the formation of concepts and ideas
- Storytelling: Conveying of events through images and text
- Mind Mapping: Brainstorming and organizing of ideas, thoughts and connections
I am specifically intrigued by sketchnoting as a FORM OF REFLECTION. As Visible Thinking Routines (by Project Zero) have proven to be very helpful in making thinking visible, I prepared an easy to follow routine to reflect when sketchnoting. Disclaimer: this is not meant to be a one- size- fits- all reflection routine, just one of many ways one can take advantage of sketchnoting to support a reflection process.
- What do I know?
- What have I learned?
- How can I apply what I learned?
- How do I summarize in a Headline what I learned?
- Brainstorm keywords about the topic
- Objects & People
- How can I make my thinking visible?
- How can I represent an idea?
- How does what I learned connect to what I (or others) already knew or will do
- What conclusions will I draw?
- What are my goals?
- What did I do, hear, watch, learn?
- What was important about it?
- Where could I use this again?
- Do I see any patterns?
- How well did I do?
- What should I do next?
This past week, I had the opportunity to facilitate a session about Sketchnoting for Reflection at the end of the 3 day ASCD Camp Connect21 conference in Washington, DC. It was the perfect moment to help participants become aware of their thinking and learning process as they reflected via sketchnotes of their learning experience at the conference. Next stop? How do we bring Sketchnoting for Reflection to our students as yet another tool in their toolbox.
Below find a few samples of the reflection results:
“Leadership is action, not a position” by Donald McGannon
A leader in the classroom models the type of behavior and learning they want to see and encourage in their students. They are transparent in their own learning process, they do not hide mistakes or failures, their make their thinking, learning and process visible for others to reconstruct and follow. Leaders model by example not by ” Do as I say”.
A leader in the classroom gives students the opportunities to experience the learning. Leaders in the classroom don’t skip steps because it is easier, less time consuming and possibly more convenient. By the same token, leaders are ready to experience and embrace new situations, new skills, new learning opportunities alongside their students. Leaders put themselves in the position of learners and don’t continue to only draw on experiences from another lifetime (when they were young or from a pre-technology world). Leaders encourage, value, support and celebrate “sticking your neck out” in order to experience new paths.
A leader celebrates, highlights and shares their classroom learning community’s accomplishments. The leader takes on the responsibility of documenting and strategically amplifying through a variety of venues. This can range from face to face in-school sharing opportunities to district, national or international conferences as well as online social network platforms (Ex. blogs, Twitter, Pinterest, Diigo)
A leader in the classroom is always working on establishing and strengthening trust as an integral component of that leadership flow. Trust is the component that “lubricates” the movement of the flow. Leaders always seek and take advantage of opportunities to gain trust but also learn to trust their students.
by Silvia Rosenthal Tolisano
cross posted to the Langwitches Blog
In 2011, I wrote a blog post, titled Upgrade your KWL Chart to the 21st Century. It described how I learned about a new version of the traditional KWL (What do I Know, What do I Want to know and what have I Learned) via Chic Foote as it snuck in an “H“(How will I find out). That “H” seemed to make the increased importance of the information literacy visible. I ended up on Maggie Hos-McGrane’s blog, which, according to John Barell’s book Why are School Buses always Yellow?, added yet two other abbreviations (“A“- What action will I take and “Q“-What further Questions do I have?) to make up a KWHLAQ acronym.
The blog post included the visual chart below, which seemed to have made it the most popular blog post searched for and shared on Langwitches of all times. That seemed to demand an update to the visual after 4 years. 🙂 I have used the chart consistently over the last few years as a framework to upgrade FOR the 21st century in lesson planning, professional development workshops, coaching and working directly with students and teachers. An essential component of sharing, as a teacher, is the knowledge that one’s work has an impact on other teachers and students, who most likely one will never meet. It is even more gratifying reading of the excellent work others have done:
- Simple question: What Action will you take? by Denise Krebs
- Step-by-Step Directions for Creating Passion Projects in Our Classroom by Paul Solarz
I have also used the KWHLAQ chart as one framework to promote Reflection as Part of the Learning Process, Not as an Add-on. In the following visual below I share ideas of how to embed the KWHLAQ framework in analog and digital activities.
I am continuing to be intrigued by John Barell’s original inquiry strategy, how to use to bring awareness and experience opportunities for modern learning skills and literacies. Since Project Zero’s Visible Thinking Routines have been playing an integral part of my continuous work of Documenting4Learning, is was an easy connection to bring in the routines as a strategy in the KWHLAQ flow.
The new visual below is intended to give teachers and students more choices of make their thinking and learning visible using the following platforms, activities, tools, Visible Thinking Routines as an option or starting off point. The suggestions include tools and platforms that are specifically suited to connect, collaborate, communicate and create, 21st century style, one’s process and make it easier to amplify and to document4learning. The framework is based on
- REFLECTION being an integral part of the learning process
- the understanding that through technology tools our access to INFORMATION has exponentially expanded as well
- our ability to take ACTION beyond affecting people we are able to reach face to face
- that technology tools allow us to express and communicate in OTHER FORMS of media beyond words and text
What do you think? What other platforms, tools and activities would you include and organize according to the KWHLAQ chart? Let’s crowdsource more resources for the use of KWHLAQ for the 21st Century!
I am fascinated how the social media platform Snapchat is bringing global awareness to its users! I noticed specific cities appearing for 24 hours on the app:
- In small tidbits
- in a collaborative manner (users at a specific geographic location are invited to submit a few seconds of their “perception” of what life in their city looks like)
- raising interest to immediately watch it by making it available for a limited time (reminded me of the Beanie Baby craze of introducing and retiring certain animals to make people run for the stores and increasing value)
Since then I have seen on Twitter
and on blogs,
people gearing up to showcase their city. What types of tidbits should be included? How to best shine the light on their favorite:
- food traditions
- how to get around their city
- landmarks and famous sites
- language and colloquialism
- wild life
- leisure time
- street music
The city to be showcased becomes an event on a certain day and allows people who have their geolocation enabled to submit their snapchats for inclusion in the city’s life story (For details: How to Post to Our Stories)
So far the cities, like Manchester, UK, Barcelona, Spain, Nairobi, Kenya, Buenos Aires, Argentina, Los Angeles, USA among others have been officially “snapchatted” and curated. For a complete list of cities and events that have been showcased, take a look at What is on Snapchat Stories Today?
Today on June 5th, Brisbane, Australia was featured:
Below are some reactions to the Brisbane Snapchat story of today (and a couple of other twitter reactions to Snapchat Life Event Stories ) in terms of global awareness. Also, remember that over 70% of their users are under the age of 25)
The idea of using the social media platform, where the under 25 crowd already hangs out (their turf) and finding a way to “feed them tidbits” of global awareness (“hey there is life outside your backyard” or thinking and discussing critically what stereotypes, misconceptions about a city/country are) is note worthy. I am wondering how to bring this into the classroom. With older students you could directly go into Snapchat to look and react to the City Life Event. For youunger students, I am thinking of the possibilities of using an app like 1 Second Everyday to capture short video clips to tell a story of awareness, learning and sharing.
I would love for Snapchat to give their users to create their OWN events and invite collaborators to contribute to these event stories. Think about the possibilities for field trips, exchange programs, collaborative units of inquiry (transportation, immigration, how do living things adapt to survive?, etc.). Can you imagine the global collaboration possibilities and the critical thinking and “NOW” literacies involved to make decisions of what, how and where to capture in order to tell and share “the story”?
How do you imagine using the concept of event/story feature on Snapchat with your students?
More interesting articles about Snapchat:
- Snapchat, Twitter and Instagram posts show a different side to life in Saudi Arabia
- Snapchat’s ‘Our Story’ Events Are a Captivating Experiment
by Silvia Rosenthal Tolisano
cross-posted to the Langwitches Blog
Social Media has given educators the opportunity for self-directed, collaborative and connected learning. Network literacy , according to Eric Hellweg, requires a basic understanding of network technology, intelligence, capabilities and the ability of crafting one’s own network identity.
So, how do you bring the benefits of social media to a conference without making the conference ABOUT social media or technology? How do you share the basics of connecting and learning collaboratively with attendees who are newbies?
The question is how do you bring social media to a conference (?) where:
- most attendees and presenters might have heard of social media like Twitter, Facebook, Instagram and Pinterest
- maybe 30 % have an account in one of the platforms
- at best less than 5% or conference participants are active and fluent on these platforms
The BIG idea behind bringing social media to a(ny) conference is to bring awareness to social networking for (and as) professional development, opportunities to practice these skills & literacies and create a culture of sharing best practices and collaboration! How do we make it visible to newbies that it is NOT about technology, but about learning, sharing and connecting that learning?
I have been wrestling with the issue “It is NOT about technology“/ It IS about Technology for a while ( Never Was About Technology?– Time to Focus on Learning?, Take the Technology out of the Equation) and of course, it is not about the technology (it is about learning), but I am observing more and more educators , who are not comfortable with nor technology literate, are being left out of/ behind LEARNING opportunities.
How do we bring these learning opportunities to more educators?
I have reflected about the use of social media at conferences frequently:
- Unpacking a Twitter Conference Feed
- Student Voices: Using Social Media to Share Your Passion and Affect Change in the World
How can conference organizers prepare for a conference and to be able to give attendees the opportunity to PARTICIPATE and EXPERIENCE the power of collaborative learning. For crowdsourcing, collaborative note taking and documentation from a variety of perspectives and locations, you NEED, well, a variety of people to contribute. It is imperative to not turn the conference into a conference about technology and social media, but make sure that the focus and emphasis stays on learning as we are using technology as an amplification and redefinition tool.
I have brainstormed steps in order to facilitate a “Watch- Do- Learn” approach.
Pre-Conference: Bring awareness to social media as a learning tool, introduce conference attendees to social media and networking and make further resources to learn more about social media available
- Organized Twitter Chat or webinar
- Creation of a Twitter account upon conference registration
- Social Media resources available
- Presenters and keynote speakers briefed and prepared to embed Social Media reminders into sessions
During the Conference: Give attendees hands-on experience, reflection and sharing time
- Help Desk
- Breakout Session
- Tidbit sessions
- Built-in reflection time
- Mixed Cohort/ Social Media Team (Students/Teachers)
- Presenters embed Social Media awareness and practice time
- Backchannel Display: Strategic Location
Post-Conference: Reflective, connected, collaborative and networked
- Reflective blog posts contributed to a central blog hub
- Debriefing organized via Twitter chat or conference hashtag
- Local coaching to connect and amplify learning when conference participants return to their home schools
So…what is Connect 21 Camp?
It is NOT about the technology. It is NOT about the hardware. It IS ABOUT the expansion of each educator’s command of the new literacies coupled with the design of deliberate curriculum integration possibilities for your setting.
Our focus: INTEGRATING Digital Learning Directly into Curriculum and Teaching
Our focus: CREATING a genuinely personalized three day learning pathway full of creative excitement and practical take-backs.
Bridge the gap between the hardware- the tablets, laptops, and smartboards AND teaching and learning!
- Connect with our children and young people who are clearly residents of the 21st century hungry for relevant and motivating projects and investigations!
- Integrate the digital literacy and media savvy productions directly into your lesson plans!
- Bring the world into your classroom and school through global partnerships and networks.
- Develop a connected plan to engage your faculty in a long term plan to support a dynamic approach to the integration of the new literacies tailored to your setting.
- Engage in a range of options from media production labs to digital workshops to film study to coaching sessions.
CHECK OUT the program and our experienced team in detail: http://www.connect.curriculum21.com
I have never been more enthused about a professional learning experience as ASCD’s upcoming Camp Connect 21 scheduled for August 6-8, 2015, at National Harbor, MD.
JOIN US and CONNECT.
Join the Curriculum21 team at ASCD Connect 21 Summer Camp:
August 6-8, 2015
The first ASCD Connect 21 Summer Camp
Becoming a 21st Century Teacher, Leader and School
August 6-8, 2015 at the Gaylord Conference Center -greater DC area
TAKE A LOOK: http://connect.curriculum21.com
Let us peruse a list of words featured on the recent sixth grade New York state exam:
Perhaps each of us should commit to using these words today in our communications. Surely one result would likely be alienation from our recepients. ( “Hey, how’s your aerogel?“)
Arguably there is universal admiration for a command of vocabulary, but the thought of eleven and twelve year olds wrestling with these words in a timed pressure cooker suggests an “ominous situation“. What were these test makers thinking? Perhaps they yearn to design those SAT exams for seniors. The sobering fact that the results will have a direct impact on how a teacher is evaluated points to a profound disconnect. However, there is one phrase used in one of the test items that is telling: “transitory moment of presence in a distinct location”. Let us hope this is a transitory aberration.
by Silvia Rosenthal Tolisano
cross posted to the Langwitches Blog
My work in formalizing Documenting4Learning is moving forward. In good old fashion, regarding practicing what one preaches, I am documenting my journey:
- Learning to Document FOR Learning and Sharing
- Copyright and Backchanneling in the Music Classroom
- Documenting FOR Learning
My exploration got started with my own change and heightened layer of learning as a direct result of documenting. The continued action research, is fueled by my firm believe that sharing is a crucial component of our work as educators and the “learning revolution“
Sharing means amplification. Amplification means spreading good practices, reaching more people and connecting beyond our own limitations of zip codes and language barriers.
- the glue that will connect your school’s professional development initiatives together
- build capacity among your teachers to make their learning visible
- communicate, collaborate and connect among professional educators
- action steps to use data to inform teaching
- supportive skills to implement and grow e-portfolios
- re-think teacher observations in your school
- creation of institutional memory
Cross posted to the Langwitches Blog
What are the Biggest Mistakes Teachers Make When Integrating Technology into the Classroom?
The word “mistake” is a harsh word. It implies flaws, pointing fingers, errors in judgement, something wrong and possibly even a dead end. I would rather think or connect the word “mistake” to first steps, stepping stones, experimentation and exploration. With that being said, those “first steps” or that exploration cannot become a routine cemented in stone how technology is being used in the classroom. Stepping stones are meant to lead to something else. For the sake of the prompt given, here are my top 5 “Mistakes” (in no particular order) which I see, read and hear about as I travel the world to learn and work with schools, teachers and students:
- Technology being used to substitute an analog activity
- Technology use being seen as an add-on to allow students to use devices, the Internet, a program or an app as a reward, for entertainment, as a time filler for students who finish early
- Technology use as a separate subject area
- Technology as a $1000 pencil initiative
- Technology seen as the solution to motivate and engage students
Technology being used to substitute an analog activity
The philosophy behind Ruben Puentedura‘s SAMR model provides an explanation of teachers integrating technology that is used as a tool substitute without functional improvement of the task at hand. Instead of requiring their students to hand in a handwritten report, they allow students to type up their report and print it out to then be handed in. Teachers seem to stay “stuck” on that level. In their mind they are integrating technology, but in reality the technology is not being used as a tool to facilitate learning or amplify learning.
Technology use being seen as an add-on
Teachers allow students to use devices, the Internet, a program or an app as a reward, for entertainment or as a time filler for students who finish early. Technology is being used as an add-on if there is time and in addition to the “regular” school work. Students might be asked to create a multimedia poster on a topic after they have written a report.
Technology use as a separate subject area
Technology is not being used as a way through which we teach and learn, but is being seen as a separate computer class, “iPad time” or keyboarding practice. Students have to wait until they assigned rotation time in a computer lab until they are able to work on a digital project or wait until their teacher includes use of technology in their weekly schedule.
Technology as a $1000 pencil initiative
Alan November in the book Curriculum21 (p.189) by Heidi Hayes Jacobs says: “The real problem is not adding technology to the current organization of the classroom, but changing the culture of teaching and learning”. November also talks about these “initiatives as “$1,000 pencil” programs“. Technology is meant to aid teachers in redefining and transforming teaching and learning. Good teaching will be amplified, while not so good teaching, even with technology, will be not be so good, expensive teaching. There might be visible technology in the classroom (tablets, interactive whiteboards, smartphones, 1:1 laptop programs), but does not guarantee the use of such as a technique or strategy to facilitate learning for our students.
Technology seen as the solution to motivate and engage students
It is a reality that more and more students seem unmotivated and disengaged in our schools. Assuming that the use of technology is the solution to this phenomenon is a mistake. While students might initially be motivated by the use of shiny devices, this quickly dissipates. Engagement does not equal learning when the use of technology is not supported by strong objectives and goals as the foundation of its use. Many students would be engaged by being allowed to use their smart phones in class. However, without a strategic pedagogical plan how to connect such use to learning goals, students might just go through the motions without ever making connections to these goals.