It is the time of year for reflection and thanks giving…  I am personally grateful for the gifts shared by both students and staff as we have all plunged head-first into the journey of online learning.

While I realize there have been struggles, I continue to be uplifted by the positive feedback from our community.  I’d like to share some highlights with you.

Our 8th grade science curriculum resources have changed.  Here’s what students say:

“I absolutely love it!”

Our 4th grade curriculum resources have also changed.

“Kids and parents are VERY excited about the new curriculum.  They love how interactive it looks and how much more online it is.”

Elementary School

Teachers say, “We have a book talk each week, where the students actually lead most of the discussion and are learning how to ask each other questions and respond to comments from others.”

Middle School

Social Studies:

7th and 8th grade social students students are enjoying learning real world applications of the curriculum with GoogleMaps.

Mathematics:

“During liveboard I present a brief support to each learning topic. Then I offer practice problems that students take turns working on in front of the class on the whiteboard. The public chat discussions are rich with support for other students and for sharing continued confusions with a particular math topic.”

Language Arts:

Parents say, “My child also loves your class and the interaction with you and the other students.  Please continue to keep me informed and let me know if there is anything I can do to help my child or the school.  I am a fan of internet learning and really hope to see the school succeed.”

Students say,”Thank you for not being judgmental like a lot of my other teachers have been, you have been supportive and helpful throughout the beginning of this school year.  This is a different way of doing school work but it is quality and a fun type of way to do school work. Thank you for your time!”

Our Middle School Students are also constructing an e-Yearbook under the guidance of Mrs. White.

High School

Teachers say,  “The quality of work I am getting in some ways surpasses that of my brick and mortar classroom students.

Parents say, “My daughter has had to learn the valuable skills of time management, self-advocacy and communication that will prepare her well for college.”

We will continue to listen to the voices of our community and are committed to providing an environment where students and staff can grow both emotionally and intellectually developing skills to take them where ever their imaginations may journey.

Please share your success stories and feedback by posting to this blog.

I also encourage you all to join our Google Group and providing an opportnity for dynamic discussion.

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Greetings eDCSD Secondary Students and Families - Our first quarter officially ends this Friday, November 7th. Your grades will be posted into Infinite Campus and can be viewed in the Parent Portal after November 11th. If you are new to Douglas County and need your Portal Activation Key, please call (303 387-9466) or email Diana Gappa (diana.gappa@dcsdk12.org) for your credentials. Documents to assist you in setting up your account have been placed in the Main Office. If you are a previous Douglas County student, your account has followed you to eDCSD. However, if you have forgotten your password, please contact Diana and she will assist you. If you have questions regarding your grade, please contact your teacher. For additional information, reference the grading practices document. Thank you all for your dedication and hard work this first quarter! Mrs. V

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“Oooo…Do I have to touch it? It’s so gross!” “I might pass out from the smell!”

Have you ever heard students say anything like that? I remember my friends actually running from the biology room in high school clutching their stomachs… Virtual Science labs have addressed that issue and the Tool Factory has several tools to help our teachers make this virtual reality accessible to kids.

Science Simulations

Teachers have the option to adjust settings and address specific topics and educational objectives. Students perform investigations to answer specific questions. They can observe the simulation or see the results represented in a graph or chart. Students can print, or save information in the simulation to use later in a multi-media presentation.

When I asked a conference participant, who happened to be an engineer, if he believed the simulation would be as good as the real experience, he felt like it would certainly teach them the concept.

Science Diagrams

Teachers and students can utilize this tool to overlay cell structure, label organs or identifying chemical structures instantaneously.

Software such as this simply adds to the ubiquitous information of today. Yet, it could also serve as a powerful teaching tool in a virtual classroom.

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Remember when you were a kid… building enormous “block” cities and towering pyramids. Or perhaps you were the experimenter…making music out of spoons, pots and pans or formulating your own recipes for your “Easy-bake Oven”. Whatever your love, you were constantly creating and dreaming… a budding engineer of sorts.

S.T.E.M - Science, Technology, Engineering and Mathematics

STEM Education Coalition

Districts across the nation are examining the need to build feeder systems for STEM education to be sustained throughout high school. Hence, they are developing engineering components for elementary students to begin building that capacity.

Resources

CEE Children’s Engineering Educators, LLC
ITEA
Teachers Domain
PBS Design Squad
AIMS
FOSS Science Kits

Getting Back To Our Roots

As children, we loved a challenge… any challenge… including those posed by our parents. “Johnny, don’t touch the stove” What inevitably happens? Johnny touches the stove and realizes the consequences in a very formative way. Interestingly enough, educations sometimes forgets that kids love a challenge. STEM integration focuses on the use of design briefs and challenges that expect students follow the same steps an engineer would use in an R & D facility.

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“We need to prepare kids for their future, not our past.”

As a technology leader, COSN is certainly an organization to be familiar with as it serves as a voice for K-12 education leaders using technology strategically to improve teaching and learning.

The issue:

The focus of schools is to prepare our students for the future, yes. Well, what skills do the they need to be successful? How will they acquire the skills? How will we assess the skills necessary for the future?

The Partnership for 21st Century Skills provides some insights. Certainly the things students need to learn today are different than what they were 20 years ago… 80% of the general public now believes this. 99% of the populous now recognize that teaching and learning 21st century skills is important to our country’s future and economy. So how do we get from here to there? The Partnership for 21st century skills has created a bit of a road map called Route 21. They’ve included ideas around assessment to assist us in monitoring our success with addressing these skills.

Recommendations

Pick a few skills to focus upon. Develop a partnership with community businesses. Establish Buy-in by a team including the superintendent, administrative leadership, teachers, and school board.

Measure the Value

Which skills make most sense?
What will it cost?
What are the benefits?
How does the implementation meet the strategic plan of the district?
How will we sell it to the constituents?

Value of Investment = Total benefit of proposed project towards school mission or goals vs Anticipated Costs

Money is education tends to be a finite resource… one for which we all compete. By placing actual data in the hands of the decision-makers, provide some sort of scoring model, we will be able to better “sell” our project. according to Mr. Kaestner. Certainly concrete evidence provides measurable talking points, much like a SMART goal.

COSN developed a framework and methodology for schools to use to measure the value of any investment, called VOI.

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As I mentioned previously, I began attending workshops at T+L in search of examples for challenging students to engage, to think critically and to be reflective. I have indeed found one such possibility revealed in Apple’s research for ACOT2

WHY OUR SCHOOLS NEED TO CHANGE

As I listened to Karen Cator of Apple, Inc. present her case for why schools need to change, I didn’t hear anything especially new. We must keep pace with Global Competition, Global Interdependence, Workplace Innovation, Ubiquitous Information and Student Experiences. However, what she suggested certainly supported the vision of eDCSD. Imagine a school that is mobile (anyplace, anytime); that expects students to collaborate, innovate and problem solve across curricular lines; that harnesses students time in and out of school by applying the “social” tools to academia.

ENHANCING BOTH VIRTUAL and PHYSICAL CLASSROOMS

All my conversations with students around why they stay in school, any school, and why they feel successful boils down to two essentials:

1) Somebody cares if I am here or not
2) What I am doing during school has some sort of relevance to me

Challenge Based Learning leverages the social-emotional connection while coupling relevant curriculum with 21st Century skills. The framework is truly that of the scientific method requiring students to work collaboratively to craft a solution to an essential question with a global theme. Much like an R & D lab, there are many solutions; thus fostering innovation. Problems are real and solutions are published (including personal student reflections) bringing authenticity and relevance to the work.

I contend, Randy Pausch, that this approach could indeed help students to judge themselves recognizing both their talents and abilities while providing an opportunity to strengthen their shortcomings. Furthermore, why would one want to “hide” when contributing to something that is important to them….

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The Future of Technology in Education as presented by the NSBA’s “20 to Watch Emerging Technology Leaders”. The top 3 predictions for what to watch are as follows:

#1 ONLINE LEARNING OPPORTUNITIES:

The discussion moved from what really is an online learning opportunity to revealing a myriad of styles and approaches. Leaders expressed concerns about a lack of rigor and an absence of teachers in one example. Yet, others emphasized the extended one-on-one time and authenticity provided by incorporating social networking and web 2.0 tools.

#2 (tied with #3) ACCESS TO SCHOOL RELATED SOFTWARE APPLICATIONS AND PROJECTS FROM ANY COMPUTER IN THE SCHOOL NETWORK

#3 UNLIMITED INTERNET ACCESS

Participants agreed upon a need for integration and enjoyed quite the discourse on a need for additional policy and practices. Some recommended involvement from ISTE. Others believed we have enough policies and insisted it is more related to culture and communication suggesting that the challenge lies with ensuring all stakeholders feel safe while moving to the “next level”.

#4 ONLINE COMMUNICATION TOOLS: GLOBAL SOCIAL NETWORKS

As this prediction was revealed, the following questions was posed… “It’s not about the stuff. How are you [technology leaders] changing teacher behaviors?” Dr. Kari Stubbs offered this response, “Research says connecting technology to higher order thinking and the authentic learning experiences provided by Web 2.0 tools and social networking is influencing a shift in behavior of teachers. Thus, we need to move to the next level.”

As I digest the discussions occurring around me, I think about one of the things we all know about good instruction…. make the content relevant and meaningful and they’ll get it. Authenticity is key. All learners synthesize information more readily when it is important to them. Thus, when a need is present, it is human nature to acquire the knowledge necessary to fulfill the need.

A school board member in the audience suggests we have a responsibility to provide access to technology and students need to learn how to use it appropriately.(ie cell phones) Almost 10 years ago, at Columbine High School, the only people that could communicate were those in possession of the then banned cell
phone.

I suggest we continue to find ways to narrow the gap between what students view as life - MySpace, FaceBook, Skype - and school or the acquisition of knowledge.

And finally, I thoroughly agree with the number one recommendation for school leaders of Professional Development. Putting technology in the hands of staff simply isn’t enough. We must develop models to help staff, students, and parents increase their “comfort level” and become technology leaders in their own right.

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As I prepare to attend the T+L Conference sponsored by the National School Board Association, I find myself reflecting on an excerpt from “The Last Lecture” by Randy Pausch.

“It is an accepted cliche’ in education that the number one goal of teachers would be to help students learn how to learn. …… But in my mind, a better number one goal was this: I wanted to help students learn how to judge themselves. Did they recognize their true abilities? Did they have a sense of their own flaws? Were they realistic about how others viewed them?”

This stuck with me as I recall the amazing essays and illustrations portraying “Why I Want to be a Part of eDCSD.” I recognize that a traditional instructional vehicle may not push students to recognize their true potential. I realize that the adaptability and 1:1 instruction and mentoring available in an online approach may drive students to see their own flaws. I am convinced that in an online approach to instruction, students have less room to “hide” from who they are, what they desire, and the image they leave behind… because the must engage to benefit.

I am eager to see what others in our nation are doing to provide such an opportunity to our children.

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“I wasn’t sure if the student/teacher connections could still be made in an online format, but you have shown that it is still possible.” – eDCSD Parent

Reviewing what we know to be true about teaching and learning - teachers who develop a rapport with their students tend to develop a learning community that takes ownership of their learning and thus has higher academic gains. Online students share their lives and aspirations with their teachers through one-on-one phone calls or “Live Board” virtual office hours. We know that participation in any educational option is key to success.  During their online classes, students are using the tools they typically think of as just “social” or “for fun” to enhance their understanding.

eDCSD students engage in their classes through blog posting and threaded discussion, as well as one-to-one question and answer sessions with their teachers. Students submit photos of their projects – a model of the solar system for example – through the message center. Furthermore, students must apply elements of critical thinking as they summarize their weekly learning in Algebra I, or assess the validity of a corporate logo in commercial art.  They dialogue and debate the meaning of text through Socratic seminars using blogs and wikis. Fourth grade students practice multiplication facts using online math games. In second and third grade, students focus on their writing through revision sessions in Skype. And finally, middle school students use Tok Box to discuss what should be included in their online yearbook.

Clearly our philosophy of building an authentic learning environment, where content is relevant and students are linking new and old ideas through collaboration and inspiration, is truly beginning to take shape. As eDCSD is forming, we will continue to focus on three key areas: innovation, collaboration and critical thinking to prepare students for success in the 21st century.

“I look forward to your virtual classrooms or other interactions that she will be able to have with you this semester.  Now that things are running more smoothly with the technology, I can see so much potential for this method of learning!” – eDCSD Parent

“The classes are going great! I am loving eDCSD! It’s different, but I am seeming to understand what I am learning.” – eDCSD Student

“I have been most touched by the individual connection that I am able to develop with each student and with each family.” – eDCSD Teacher

Things to look forward to include an outdoor education experience at the ropes climbing course, a field trip to the sewage plant and middle school math competitions….. (Remember to check the eDCSD-IQity announcements for details)

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Greetings eDCSD Community…

Now that the learning curve for online school has tapered off, students are truly excited about their courses.

“The classes are going great, I am loving eDCSD, it’s different, but I am seeming to understand what I am learning.”

Indeed, it is student engagement and participation that will make a difference in their experience.

That said, I would like to remind you to reference the eDCSD Online Code located in the Main Office of eDCSD-IQity. This code contains the “netiquette” for online interaction.

In addition, please reference the attached Student Contact Policy (This policy is also located in the Main Office under Resources for Parents and Students). Within this document you will find the “attendance” expectations for online students. Please keep in mind that if your student is unable to participate in their course work for an extended period of time, it is most important that their teachers be contacted.

We also realize that many students joined us late or have simply just now over come a variety of obstacles prohibiting them from staying current with their classwork. While teachers will not be available during the up coming Fall Break (October 20th - 24th) we do encourage students to continue working should they need this time to catch.

Otherwise, enjoy your time, as this is indeed one of the most beautiful seasons.

Until next time….

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