Week 2 Wimba Reflection

It's funny how repetition of a topic helps clarify.  As I watched the WIMBA archive for week 2, partly on my cell phone sitting in the Milwaukee, Wisconsin airport, I gained more clarity on the topics of copyright, creative commons use, and issues around fair use.  I surfed as I listened to the information again, and was amazed at how many sites there are that give advice, some legal and some not, on copyright issues.  The topic of copyright even caused me to go back to my capstone trailer video, and redo the music I'd added.  Somehow, I had a nagging feeling that the "small portion" I'd used was not that small, so I reworked music in Garage Band and changed it.  I appreciate the additional information about our leadership projects, as well.

To Publish or Present?

I am somewhat disappointed that most conferences that would apply to my interests and information have come and gone. I had originally thought I would enjoy doing a presentation of my project, but the timing is just off.  Since we are mid year, it is also premature to apply to present at most 2013 conferences.  I will resort to publication!

The first option for publication would be Science Scope.  It is a magazine that I receive and actually read, tear pages out of, and file with my curricular materials for future reference.  I think the information I've gathered from my Action research project could be valuable for other middle school teachers who are also involved in the AVID program.  

My second option, also for publication, would be Tech Trends.  This is a publication for educators, and contains articles about best practice as it pertains to technology.  Since my AR project involved using Google Documents and laptops, my data may be valuable to other middle school teachers looking for ways to reach their  ELL students.

Response to DeDe's Blog Post

Dede's Week Two Blog Post

Friday, July 13, 2012

WK 2: Blog Post #1 - Readings on "The Art of Possibility" Chapters 1-4

Posted by msdedej at 7:33 PM

Reading Chapters 1-4


Chapter 1: It's All Invented 

Zander’s expression “It’s All Invented” refers to the idea that we literally invent our life as we choose to see it.  Like the two British salesmen sent out to Africa to find out about business opportunities, one coming back saying no Africans wear shoes and the situation is hopeless versus the other coming back and saying no Africans wear shoes and glorious opportunities abound, we can choose in every life circumstance a downward spiral or a land of unbridled opportunity.

Chapter 2: Stepping Into the Universe of Possibility

The universe of possibilities is the place you seek after you have discovered that it's all invented. This universe…like a page that displays…extends beyond the borders that confine us to everyday reality. Our current world that we survive in is made up of measurements… measurements of achievement that we compare and contrast ourselves to. Our goal is to get up in the morning and instead of trying to figure out how to survive, we need to arise and yell out to everyone to look at how different things appear when you see them as possibilities. In this new world you make all things possible by creatively thinking and giving… producing new life, creating new ideas, consciously endowing with meaning, contributing, yielding to the power of contexts. How do you practice this step? Ask yourself; “How are my thought and actions, in this moment, reflections of the measurement world?” Just keep asking yourself this question until one day you wake up and someone asks you how you are doing and you reply, "Perfect" in light of all the problems you may face.

Chapter 3: Giving an A:

Zander conducts his musical class in Boston entirely differently.  He gives everyone an A from the moment the class begins.  All he asks of his students who enroll in his class to get the A is for each of them to write a letter in the first two weeks of class dated at the end of May of the following year that begins, “Dear Mr. Zander, I got my A because…” He does not ask for the student to extol his or her musical accomplishments (although that is allowed).  He wants to hear how the student has developed as a person over the year and whom that student has become over the year, writing the letter despite the future date in the past tense.  He wants the student to fall passionately in love with who he or she has become as a person. We need to give another person an A in life.  He explains that the reason for the Arab-Israeli conflict is that the Arabs have failed the Israelis and the Israelis have equally given a failing grade to the Arabs. 

Chapter 4: Being a Contribution

Every situation can be a reflection of our negativity, pettiness, and narrow worldview or it can reflect a broader beauty.  This is what comes to mind when I think about the starfish story. I will make a difference… Life is often an obstacle course that we spend a lot of time trying to figure out how to maneuver through and still remain hopeful. If we take away the element of measurement we experience a life where we are contributors to it. Not because of what we have done, but because of the story we tell. Remember the lady who was throwing back the starfish and the gentleman told her how useless this action was? She still helped each starfish she threw back into the water. The purpose of this section is to help us to invent ourselves as a contributor. Here's how: Declare yourself as a contributor. Throw yourself into life as someone who makes a difference, accepting that you may not understand how or why.

The TED video of Benjamin Zander was an awesome video. Benjamin Zander is a great speaker.  He has a very wonderful way of connecting to the audience also thru his writing as well.

My Response...

Paula Sanchez said...

Dede - You wrote, "Life is often an obstacle course that we spend a lot of time trying to figure out, how to maneuver through, and still remain hopeful." Well said and deeply felt! I think the magic is being able to continue jumping through the hoops, dodging around the barriers, and tunneling through the piles of stuff thrown at us. I feel like this book secretly planted seeds of optomism in my brain...I can relate best when authors use real life examples and stories to prove their points. The stories demonstrated the power of optomism and self-invention, which, in this difficult time we live in, is very empowering.

Response to Anthony Hunt's Post

Anthony's Blog Post

Ant Hunt's World

Friday, July 13, 2012

WK2 Reading - The Art of Possibility

It is amazing to find out that the perceptions of human beings are selective in order to survive within different settings. Regardless of or financial status, we have adapted to view only the necessities to overcome struggles in life. Now I wonder what I am missing because of my selective vision. During the chapter “Its All Invented”, Zander brought me to a brief point of enlightenment when he specified that if we factor out our own interpretations of reality then maybe we will be able to focus on actual truths. I never looked at my perception of the world as a negative aspect that’s holding me back from discovering the actual. Deep!

It is now become a clear understanding that, as a race, we live in a typical realm of assumptions without focusing “outside of the dots”.  Our competitive nature as human beings construct a mentality that pushes us to reach for top and survive the struggles of life regardless of how we make it. Living in a world of measurements (mine is more expensive, or status) pushes the competitive desire to have more in order to survive and get ahead in the world. I fall victim to this life of measurements and having the ultimate competitive nature to win. I sometimes view myself within the category of scarcity- thinking because of my strong desire to become successful. The only time I actually realize that I am opening to the universe of possibilities is when I study Astronomy.  Infinite space in the universe allows me to view into the heavens, far beyond the realm of whats measurable.

Giving an A has to be the most relatable read within this book. During my fourth year I awarded each student with an A at the beginning of the semester. The response was instantly observed from students facial expressions. Almost as if a burden was removed from their lives. I did have an understanding that allowing everyone to begin with an A would motivate them to strive to keep it, but after reading I have a better understanding of why it should be done. A lot of excellent points were made as well with student performances. It never dawned on me that students become so competitive with their performances that they don’t take the necessary risks to improve. I think this chapter would be an excellent read and discussion lesson for my students during this up coming semester.

Contribution has always played a key role in my music program. I’ve always depended on students to contribute at the top of their musical abilities. I never thought about developing a game from it. I think this may be a great way to witness through their eyes how they would contribute to their peers on a weekly basis. How they would use their talents to improve those within their sections. This may take the competitive/selfish edge away and build more of a collaborative environment. I think this is a great idea. 

This book has become too good to put down. I will continue reading..............

My Response...

Paula SanchezJuly 14, 2012 11:41 AM

Anthony - I appreciate your addressing the issue of competition. The terms measurement and competition should be and probably are used synonymously in our daily lives. The whole nature of earning the "A" is based on competition - either with yourself, with your classmates, or in the work place. Because I am an incredibly uncompetitive person, the angst of sports, politics, and even grades can be lost on me. I do, however, understand the competative nature of my students, and often wish all of my students would be more competative, at least to the point of completing their work. I agree with Kat, as well, that the notion of students working collaboratively may decrease the stress of competition, and have seen it work to students' benefit in my classroom.

Week Two Reading Post - The Art of Possibility

Chapter 1. It's All Invented: How can we think outside the box we live in? What assumptions are we making that we're not aware that we are making? What might we invent that would give us other choices?

The connection I’m able to make from the information here is the practice that I use frequently in my classroom.  I ask students to think, to dissect, to analyze, to interpret, and to question.  I ask them to not immediately assume that they know the answer, just because they’ve read it on the Internet or heard their parents or peers verbalize it.  I ask them to question, to pick things apart, to be curious, and to try to see things from many different angles before they form their own opinions.  As you might guess, this is a challenge for many adults, not to mention eighth graders! 

Chapter 2. How are your thoughts and actions a reflection of the measurement world?

Because we live in the “measurement world”, it is sometimes difficult to step away and view things in a different light. Personally, I struggle to view things in the black or white, the right or wrong, or inside or outside of the boundaries. I think the thing that saves me is my mantra:  I don’t have to have an opinion about things that don’t concern me.  That doesn’t mean I don’t have an opinion about important things – it just means that I don’t have to get overly excited about things that don’t directly impact me.  It makes my life much simpler!

Chapter 3. Giving an A: Giving Yourself an A.

There are many messages to be taken away from this chapter.  So many, in fact, that I’ve been struggling to decide which is the one I should record here.  Reading the stories embedded in the chapter has given me cause to reflect over some past relationships, and come upon some realizations of my own.  Without going into personal detail, suffice it to say that I could relay a similar story to nearly every one in the chapter.  I love the concept of giving yourself an A (maybe it’s recognition, maybe it’s forgiveness?) and moving forward with your life.  This is a concept I want to practice!

Chapter 4. Being a Contribution: How will I be a contribution today?

I shared this story at some point with a previous instructor, but will share it again, because I think it is a great example of touching one person, of being a contribution to the greater good. 

I used to teach at an alternative school in Seattle, grades 6-12.  Students were required each year to complete a community service project.  One eighth  grade girl, Whitney, struggled to find a passion, a project, and a placement.  We went back and forth with ideas for weeks.  After one particularly frustrating discussion with her, I was on the ferry, on my way home.  I happened to sit beside a woman who had a guide dog with her.  The dog was really a pretty playful puppy, who I tried desperately to ignore.  With permission, I petted and played, and conversed with the woman.  She told me about the guide dog program she ran, and how she was having trouble finding people to raise dogs until they were ready for guide dog training.  As we departed the ferry, I really didn’t give our conversation much more thought.

The next time I saw Whitney, I was braced for yet more “I don’t know”, and “I don’t want to do that”, and “I don’t like that” conversation.  We were sitting near a window, and a woman walking some sort of puppy happened to walk by.  Whitney immediately smiled and pointed and started talking about puppies.  The light bulb went on in my head, and I mentioned the conversation I’d had on the ferry with the woman about guide dogs.  Whitney immediately and excitedly wanted to know all about that type of program.  We looked online, found a contact number, and sent her home to talk to her mom about the possibility.

In the weeks that followed, Whitney and her family attended informational meetings about raising guide dogs.  “Laurence” was delivered to them about a month later, and became a permanent fixture in our classroom.  He attended school daily, and Whitney could not have been more proud and pleased to have found this service project.  In the years that followed, the family raised and delivered Laurence and multiple other dogs to be trained for guide dog service. 

Whitney wrote me an email a year or so ago, and thanked me for “turning her on” to guide dog raising.  She recounted how difficult it had been for her to step outside of her comfort zone and actually do service for others.  She told me she loved me every time her family got a new puppy to raise, how they all secretly hoped the puppy would fail training so they could keep it, and how she hated me every time they surrendered a dog for training.

In this case, I guess my contribution is showing someone else how to make a contribution.  I love it when I reach in and grab students by the heartstrings!

Week One WIMBA Blog

Watching the WIMBA archive gave me clarity on several topics.  The first was on our Capstone project.  I had watched the previously assigned videos, and hearing the information one more time was very helpful and helped solidify what I need to do. The second item was the clarification of what we need to create for our Leadership project.  I am choosing to do a presentation, and am clearer on the number of slides (5 minimum) and accompanying text (1,500 words minimum).  I appreciate that we are being supported in our leadership projects with a practice run through at the WIMBA session on July 18th.

Leadership Post - To Publish or Present?

Given the choice to publish or present, I would choose creating a presentation.  I would share my findings with colleagues at the California Science Teachers Association (CSTA) annual conference in October.  I think the information I discovered while working with my English Language Learners (ELLs) may prove beneficial to teachers with similar students.  Given that the deadline has passed for workshop proposals, I have emailed to find out what acceptable formats might include.  Based upon previous attendance at CSTA workshops, a Power Point with embedded videos or a movie would seem acceptable.