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TTT #286 Open Education: CONNECT... COLLECT... CREATE... SHARE... with Cable Green, Mary Lou Forward, Karen Fasimpaur 2.29.12


67:40 minutes (15.49 MB)

On this episode of Teachers Teaching Teachers, Chris Sloan and Scott Shelhart host a conversation about Open Education. They were talking just before the first ever Open Education Week which took "place 5-10 March 2012 online and in locally hosted events around the world.”

As it says on http://www.openeducationweek.org ”The purpose of Open Education Week is to raise awareness of the open education movement and its impact on teaching and learning worldwide. Participation in all events and use of all resources is free an open to anyone. Read more

Our guests on this episode of Teachers Teaching Teachers are Cable Green, Mary Lou Foward and Karen Fasimpaur.

Cable Green, Director of Global Learning at Creative Commons. Most recently, Green was the Director of eLearning & Open Education for the Washington State Board for Community and Technical Colleges, where he provided leadership on strategic technology planning, openly licensing and sharing digital content, growing and improving online and hybrid learning, and implementing enterprise learning technologies and student support services. One innovative project, the Open Course Library, creates low-cost, digital, openly licensed (CC BY) instructional materials for 81 high impact community college courses. As Director of Global Learning at Creative Commons, Green is responsible for setting strategic direction and priorities to build a global movement that will enable robust and vibrant practices and policies for free sharing of education and learning assets. Cable will lead Creative Commons’ recently-announced project to provide technical assistance to winning grantees of the Department of Labor Trade Adjustment Assistance Community and Career Training Grant program.

Mary Lou Forward is the Executive Director of the OpenCourseWare Consortium, providing leadership for the organization’s efforts to support OpenCourseWare use and development globally. Prior to joining the Consortium, she served as Dean of African Studies for SIT Study Abroad. In that role, she provided academic and strategic leadership for 29 programs across the African continent, leading SIT’s incorporation of technology and distance learning in international programming and developing innovative opportunities to collaborate across countries and between diverse student groups. She has also worked on community-based development in Africa, with an emphasis on the incorporation of appropriate technologies and sustainable resources in small-scale enterprise development.

Karen Fasimpaur is an enthusiastic user of OER in K-12 classrooms. She works with teachers to help integrate, remix, and share open-licensed curriculum to engage students and differentiate instruction. Prior to this work, Karen was an educational multimedia producer, a textbook developer, and a teacher.

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TTT#285 Who drops out? with Nick Perez, Todd Finley, Alex Pappas, Troy Hicks, Lisa Nielsen, Teresa Bunner, Lisa Nielsen 2.22.12


59:59 minutes (13.73 MB)

On this episode of Teachers Teaching Teachers +Paul Allison +Monika Hardy, and +Chris Sloan welcome many different perspectives on the important question of Who drops out? Why? Does it matter? What alternatives are available?

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With a wonderful mix of thoughtful people we explore how questions about “engagement”—even what it means—help us have productive dialogues about what good teaching and learning looks like and what might change in our schools. Each of us in this conversation are working to reconsider our assumptions and to recast our questions about student engagement in high school and beyond. Please add to this mix by listening in and adding to the comments below.

Nick found our conversation and had this poignant, detailed response, which I can’t figure out how to excerpt, so here it is in full. Nick wrote to us:

I don’t think high-school is for everyone - just like college isn’t for everyone. This might not be a popular opinion, but I’d love to see more of a focus on alternative forms of education for dropouts, and less of a focus on forcing them to stay in schools where they don’t feel productive. A little background on how I formed that opinion:
I’m a high-school dropout. I wrote my first program when I was ~10 years old, and spent my time coding instead of doing schoolwork. Everyone knew that I was educating myself, but I was still treated like a troublemaker because of my grades. After being placed in a horrible, kind of humiliating special-ed program in middle school (I had someone following me around all day, making sure I was paying attention), I started skipping school because I felt alienated. I’ve never been allowed in a regular high-school classroom (I was in a small program for troubled kids, where it wasn’t unusual for a student to be out for weeks/months due to jail-time), which made me feel further alienated, and motivated me to skip class more often.
So eventually I left. I think there should be more of a focus on our unique needs, and more of an understanding of the fact that “unique needs” doesn’t necessarily equate to learning disabilities or behavioral problems - some of us prefer to work without a standardized curriculum, some of us prefer to work alone, some prefer to work in groups, some want complete guidance, and some just want independent study with extra help on-call.. and yeah, some are stubborn enough to reject any form of education that doesn’t meet their needs/desires/expectations, like myself.
I don’t regret a thing. I love self-educating, because I love freedom and self-accountability. If I fail to learn the things I need to learn, it’s an issue that I deal with on my own, instead of facing disciplinary action, or getting an “F”, or being placed in a box of “bad kids”. I have a job. I pay taxes. I’ve never had issues paying my rent. I’m still self-educating at every opportunity and always will be. Life goes on. I’d love to help other dropouts feel like they haven’t missed their chance.

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Teachers Teaching Teachers #284 Engagement w/ Mary Reilly, Troy Hicks, Buffy Hamilton, Jeff Grinvalds, Teresa Bunner 2.15.12


59:58 minutes (13.73 MB)

Why do high school students drop out? This is the question that +Paul Allison, +Monika Hardy, and +Chris Sloan host on this episode of +Teachers Teaching Teachers. We are joined by some pretty amazing colleagues and teachers%23284pic a student.

+Mary Ann Reilly was one of the catalysts of this episode of Teachers Teaching Teachers. She had shared this video with +Troy Hicks, +Teresa Bunner, and +Buffy Hamilton "in response to the question about how we empower/engage high school students. The video chronicles work that educators at Morristown High School did in developing a classics academy. The film was made by Ben Donnellon."

This video frames our conversation. In addition we refer to "A 2006 survey, The Silent Epidemic, [which] put these questions [about engagement or the lack thereof in high school] to a group that isn’t usually asked for opinions on American education—high school dropouts. The study found that while some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school." http://www.gatesfoundation.org/learning/Pages/2006-High-school-drop-out-rate-survey.aspx

In reference to this survey, Troy Hicks had been wondering: "Where we are at ten years into '21st century learning' and NCLB. Are the problems with engagement really still just the same? Who are the students that are dropping out and why? Who is actually sticking around and not feeling engaged? Why?"

We also welcome Louis, a student from Bronx Academy Senior High http://bronxbash.com the school where Paul Allison teaches. His stories of staying school or not were a needed grounding for this conversation.


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Teachers Teaching Teachers #283 Empowering Students with Documentary Filmmaking/George Mayo, Joel Malley, Brian Paccione 2.8.12


47:47 minutes (10.94 MB)

Paul Allison was so inspired by George Mayo’s “conversation” at Educon 2.4 the last weekend of January http://educon24.org/conversations/Empowering_Students_Through_Documentar... that we invited him and his filmmaking colleague, Joel Malley to join us for this episode of Teachers Teaching Teachers. (Please subscribe: http://teachersteachingteachers.org/?feed=rss2 )teachers283

George and Joel talk about their work with students making student-directed documentaries on self-chosen topics. Scott Shelhart also joins to ask questions from an elementary school teacher’s perspective and to show us a couple of videos made by George's middle school students and Joel's high school students.

A video by George Mayo's students, describing a current project - in the podcast at 21:21

Animal Euthanasia (ROUGH CUT) from mrmayo on Vimeo.

A video by Joel Malley's students - in the podcast at 38:03

Skateboarding from taylorj roberts 2011 on Vimeo.

Monika Hardy has a few reflections toward the end of this webcast as well. And if that's not enough, we are also joined by Brian Paccione who will be working with Paul Allison in April on a documentary video project to add to the education videos in the MyBlockNYC project http://myblocknyc.com/#/video/id/424

Brian created this Web site and project with friends and he currently serves as the education director for MyBlockNYC.

 
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Teachers Teaching Teachers #282 Detox: An Adrenaline Jolt to Your Soul with James Folkestad, Monika Hardy and 3 students 2.1.12


44:30 minutes (10.18 MB)

On this episode of Teachers Teaching Teachers http://teachersteachingteachers.org/?feed=rss2, Monika Hardy and Paul Allison discuss "Detox," a reflective practice that they have been inviting students to do in their different contexts.

Monika has been doing Detox with her students for a couple of years http://labconnections.blogspot.com/p/what-is-detox.html

teachers282Recently, Paul started asking his students to reflect on their work, dreams, thoughts, and learning on Youth Voices: http://youthvoices.net/channel/31618

Monika and Paul are joined in this conversation by a co-conspirator with Monika and a researcher of Detox James Folkestad, from Colorado State University.

We also get the perspective of youths from two of Paul's high school students Evelyn Salazar and (on the phone) Shamar Smith. In addition there are valuable insights from 7th Grader Kelsey Shelhart and her father Scott Shelhart as well as Fred Mindlin.

After listening to this podcast, you might be inspired to try something similar in your classroom or perhaps your students are already doing this kind of reflection on who they are, what they are doing, what they dream could happen, what they are noticing, and what connections they are making.

Either way, whether you are starting something new or continuing a valuable process in your classroom, please let us know about it. We'd love to hear if "detox" is spreading virally or "scaling across trans-locally" to use some of the language that Margaret Wheatley and Deborah Frieze have given us in their book Walk Our Walk On:

Taking things to scale doesn’t happen vertically through one-size-fits-all replication strategies... experiments move horizontally, scaling across villages and nations, trans-locally, as many diverse people learn from their discoveries and are inspired to try their own.
( http://www.walkoutwalkon.net/mexico )
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