What Questions have you asked lately?

Making good choices depends heavily on asking good questions. John's book, QBQ! The Question behind the Question, invites us to follow three simple rules (p. 18).
1. Begin our questions with "What" or "How".
2. Contain an "I" in place of they, them, we, or you.
3. Focus on action.

Do you have some "Why" askers? If so think about the tone of those "why" questions. John states that these often symbolize a victim attitude and are not productive. Keep in mind these are not the why questions we use to problem solve or sell products; he is referring to those that represent a "poor me" attitude.

His book has a unique twist on the Serenity Prayer.
"God grant me the serenity to accept the people I cannot change, the courage to change the one I can, and the wisdom to know... it's me!" (p. 79).

The book has some great stories. I like the waiter's story the best of all and readers will likely enjoy the Home Depot story. Each story involves people asking the right questions or handling a difficult situation. Chapter 29 speaks to taking action which may involve risks as the alternative to inaction. The following occurs when a person takes action: (1) learning and growth even if mistakes are made, (2) leads toward solutions, (3) requires courage, (4) builds confidence. These are all positive characteristics a person gains from taking action even in difficult times. He goes on to mention that inaction brings about stagnation, atrophy, a holding on to the past, fear, and doubt. How many of you have seen this in organizations, workplaces, and communities?

I'll finish with the spirit of QBQ which is personal accountability explained in three short statements (p.107).

• No more victim thinking, procrastinating, or blaming.
• I can only change me.
• Take action!

We will be piloting a QBQ program at our school this year under the leadership of an outstanding teacher in our community. Not only will students benefit but teachers and administrators as well. Embracing personal accountability as a community will lead to an aspiring organization filled with people ready to problem solve, thrive in teams, breakdown barriers, and adapt to change!

Learners Prepared for College

Has your institution gone after increased graduation rates? Graduating from high school doesn't always mean a student is ready for college level coursework. A student's level of math taken in high school is often predictive of one's college success (p.38). The book highlights reading of informational texts as an area that needs addressed at the secondary level. The author points out the differing perspectives of K-12 teachers and post-secondary instructors as one of the challenges to preparing students for college success. I am sure this is nothing new to many readers; however, the dilemma continues. Add to that the political movement towards national standards which may or may not address the post secondary alignment with K-12 institutions. What is your high school doing to assure stakeholders their children are being prepared for college level coursework or career learning beyond the diploma? Conley mentions the need for schools to develop an intellectually coherent program of study in all disciplines (p.73).
If you are asking yourself what it is that high school graduates need to continue their learning then I suggest you pick up this book. Examples of course syllabi, university work samples, and chapters outlining content and skills for each discipline are just a few of the resources this book has to offer.
I would love to hear from anyone who may have used this book for a faculty study group or something similar that might guide us in revising our college preparatory curriculum.

Change and Beliefs

Have you ever changed an old habit or way of doing something? If so, then you may have experienced a conversion or gestalt shift in your beliefs system. Beliefs are founded on core values created early in life and are often developed from personal experiences (Nespor, 1987). Some researchers claim most students have a strong belief system before they enter college. This perspective has its challenges. Imagine yourself a teacher trying to change a child's behavior. Does it happen over night? How often must the child be reminded? What rationale was given for changing the behavior? What obstacles lie in the way of change? When will the changed behavior become a permanent way of acting?

I don't have the answers for you but as you can see an instructor at the college level has their work cut out for them if they are going to shift a person's beliefs about anything. It is a person's beliefs that lie behind their actions; therefore, to change a person must challenge their core values to alter their behavior. This kind of classroom work with rising educators takes patience, perseverance, and dedication to the profession. Teacher change is at the root of creating organizational change in America's school systems. Fullan (2001) talks about teachers being change agents and to encounter real change schools must challenge the core values connected to the purpose of education.

Are you up for the challenge? Have you thought about your own personal core values that relate to educating children in today's schools? Is it time you ask yourself why you do what you do and if it is in the best interest of those you serve. Personal and vicarious experiences have shaped one's values making it difficult to question one's behaviors. This is not an easy task to undertake but it is one that America's schools will need to embrace if educational institutions are going to meet the needs of learners.

I'll end with a quote from Albert Einstein that speaks to the critical thinking, problem solving, and creativity students must engage in if they are to be successful in the 21st century. Who would have thought that a man born in 1879 could have such foresight. "Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand."

Technology Integration & Teaching Practices

I have been reading several research studies and a few books to write a paper for my final Education Specialist course. Several studies provided data supporting a correlation between the beliefs of teachers and the use of computers in constructivist ways. Other research studies found little to no change in teaching practices with technology resources. America's schools have been touting educational reform with technology for the last three decades. Although investments in technology have been made only incremental change in teaching practices have been found in most research studies (Cuban, 2001). Policy makers and technology enthusiasts have yet to see their vision of student-centered teaching practices realized in every classroom.

Several researchers stated that beliefs are at the heart of teaching (Kagan, 1992). Beliefs are also the hardest to change and are formed early in life often before students enter college. This poses a problem for preservice teacher programs that must address the development of teaching practices which engages a teacher's beliefs. According to Nespor (1987)beliefs only change when there is a "conversion or gestalt shift". Ertmer (2005) believes there are three strategies for promoting change in teacher beliefs about teaching practices and technology: (1) personal experiences, (2) vicarious experiences, and (3) social-cultural influences (p.32).

If you want a good book to read that exposes some of the historical efforts made towards integrating technology pick up "Oversold & Underused:Computers in the classroom by Larry Cuban (2001). Much has changed since his book was written but it plants the foundation for where America's schools have been, how far some have come, and where we need to go. I must get back to writing that paper!

Reaching for the STARS!

When a colleague of mine began to work with the community on an effort to get the vote out I was excited to offer my support. As her school families embarked upon this endeavor no one knew it would climb to such heights. The area news stations picked up on the spirit driving the campaign and began to provide additional support for this local school.

All one has to do is raise enough votes to earn a half million dollars. Sounds like an easy task but when you consider the size of some schools competing against Our Lady of Presentation School in Lee's Summit Missouri it is quite a feat that this small school has come so far. Will they make it? It truly is in the hands of the voter. Are you willing to step up and support the efforts of a small community wanting to provide an enhanced learning environment for their students? I am and I encourage you to do the same. CLICK on the VOTE now link.

Maybe you don't know the schools running. It really shouldn't matter to you. What does matter is that a business is willing to provide financial support to the educational process somewhere which will have a positive influence on children in our society. I encourage you to take the time to vote and make a difference in the lives of those who will lead tomorrow.

A Vision Realized !

This post is in response to a Google Buzz I received from a colleague who follows Dangerously Irrelevant's blog. The topic hit home! I am fortunate to be involved in the process of implementing a 1:1 netbook program this fall. The leadership of this institution courageously began with a school/parent/faculty survey to determine the needs of its learners. The results pointed directly to students needing more access and use of technology to enhance their college to work readiness skills in an ever changing world. A technology team of students, parents, and faculty explored multiple solutions and began a netbook pilot program last fall. The school campus went wireless within a few months, select students were issued netbooks, and teachers implemented the use of Moodle, a learning management system. Feedback was gathered throughout the school year in meetings with students, parents, and teachers. Collaboration among these stakeholders and the school's leadership led to a vision of every student being equipped with a personal laptop for the 2010-11 school year. Leadership recognized the need for teacher commitment to such a vision; therefore, she utilized professional development funds to take herself and seven others to the ISTE conference in Denver this past summer. I watched and listened as teachers shared comments about the tools and teaching strategies they planned to bring back to our faculty. It was evident that the development of leadership skills in others was blossoming right before my eyes. As these educators return to the classrooms this fall they will be instrumental in mentoring, coaching, and guiding their peers in effectively utilizing technology to engage 500 young women. I am honored to be an administrator working with this leader. Her ability to articulate a shared vision inspires people to embrace the necessary changes that will meet the needs of the community in an institution thats been serving students for over 140 years. A GREAT leader knows its all about the people first, not the technology.

Feedback

I recently had the pleasure of plunging through hundreds of student surveys full of comments, hand crafted hearts, and multiple choice responses. It's that time of year when we ask our students about their learning experience in our classrooms. Well, did you read anything interesting this year? I learned a great deal, not only about our students perceptions of their experience but also about their instructors. The variety of surveys were as vast as the Grand Canyon is wide. I attempted to analyze the feedback through tally marks and hand written notes so that I could share a bit of information with each teacher. A few teachers utilized Google Docs to create surveys that streamlined the data into graphs and charts along with comments. I must say the use of technology expedited the analysis of the data gathered and made it user friendly.

This experience has left me exhausted, yet feeling positive about what we do well and where we need to improve. I am hopeful that in the future our teachers can work collaboratively on developing surveys that provide consistency in gathering feedback on instruction, departments, and courses. There are a multitude of questions we could ask to get us started on this process and many of the current surveys have questions that could be utilized with a wider audience. How will the surveys look? What will the surveys include? Who will be involved in developing surveys? How should the surveys be administered? What feedback do we really need or want and why? How do we plan to use the feedback from surveys? It may sound like a daunting task at first; however, any organization that believes in growth will embrace the opportunity!

Good luck wading through your feedback and please share any suggestions. I am all ears!

Putting a Face with that Brain

I finished reading iBrain during a recent trip with friends. Keep in mind that we enjoyed each other's company and conversation yet respected the individual's need for reflection. During those quiet moments of reading and dreaming I came to value our face to face conversations. It was the perfect time to be reading chapter 7 "Reconnecting Face To Face" because the authors were addressing how technology has impacted the usual personal interactions that build everyday social skills. This trip allowed me to practice some of the tips the authors invite technology users to embrace such as turning off your gadgets, becoming an attentive listener,increasing awareness of nonverbal cues, and most of all maintaining off-line connections.

Chapter 8 identified the tools a person needs to have in their technology tool kit. Within that toolkit there needs to be knowledge of the etiquette for messaging and emailing, efficient use of search engines, online safety and privacy,and authentication of material found online.The authors state that the good news is that at any age our brain can create new neural pathways as we update our technology skills.

"Bridging the Brain Gap" closes the book with an identification of two subgroups found within Digital Natives and Digital Immigrants. The natives are defined as the Millennials (1981-2000) and the Generation Xers(1965-1980)while the immigrants are defined as the Baby Boomers (1946-1964)and Seniors (before1946). There is no one solution on closing the gap, it will vary and "involve finding a balance between adapting to new technology and nurturing people skills." (p.186)

I'd like to leave you with an interesting statement made near the end of chapter 9 that you may find distressing or exciting. It all depends upon your personal perspective on life. "As brain-computer interface research advances, it will not only help us find ways to prevent and repair neural damage but also lead to an era when our minds will directly control electronic devices- hence the post keyboard age."(p.187) I realize it may sound like science fiction but it is becoming a reality in today's world. Feel free to comment. I would love to hear your views.

Student's Brains are Wired Differently

I have been reading about how our brains are being transformed by the technological advances we are exposed to in the modern world. Gary SMall, M.D. and Gigi Vorgan have published the book iBrain to provide us with strategies and tips for bridging the brain gap. They define Digital Natives as being able to multi-task, parallel process, and programmed to crave instant gratification. Their brain circuitry is being rewired as they grow up in a digital world; therefore, our classrooms are full of brains not adapting to traditional learning methods. The book covers new addictions and behaviors that have resulted due to the bombardment of technology in our lives.At the close of chapter five the authors state, " we all need to speak the same language- online or off- as well as have the skills to communicate face to face and use our human instincts to guide us." I will update this post upon completing chapters 6-9. As educators I believe it is in our students' best interest that we understand how their brains are at work today.

Out of my Comfort Zone

I recently attended the Midwest Education Technology Conference with a group of teachers. We elected to divide and conquer as many of the workshops deemed desirable. The conference offered a wide array of topics at various levels. One that moved me beyond my current technological state of being was the session on Second Life. First I should state the presenter did not show; however, there was a spectator that stepped forward to impart his knowledge on the topic. The professor from Southern Illinois University was scheduled for a session on Second Life the following day but offered to share his uses of the virtual world.
As he shared how students in his German class utilized their avatars to engage in conversations I began a search on how to sign up. By the end of the session I was determined to create an avatar and expand my level of knowledge. That night I designed an avatar and spent the wee hours flying around worlds. I met another avatar from Germany that was practicing his English in Second Life. Through trial and error I began to understand the virtual world. Not being an arrow key manipulator I moved rather clumsily around the objects and bumped into other avatars. As I became friends with others I began to ask questions and learn more about the experience.
The following day I attended the professor's session on Second Life and he invited my avatar to his island for German students. I am a member of a group that is working towards learning German in a nonthreatening environment. This virtual world offers the creative mind a way to learn and interact with one's surroundings (people, land, & objects). At first I did not understand the difference between it and the SIMS games but now I get it. This is not a game, there are no levels to be reached, and each avatar is a representation of a real person not a computer.
I look forward to expanding my knowledge of Second Life and just maybe our school will embrace Teen Life as a creative way to connect students with the curriculum in the near future.