Well it has come to an end. Tonight was the last class in CEDO 599 and with that I have finished my last class for the Cardinal Stritch ME-IT Program. It feels good that we learned so much over the last two years. I know that I have had so much more exposure to the wide world of educational technology than I would have had in my district. I can also see that there were many opportunities to "test drive" said technologies that made me want to try out new things with my students. The program has breathed a lot of new life into my teaching and my students will definitely be more engaged once I put into practice what I have learned in this program. It has been a lot of work and a lot of long nights, but it has also been an immense amount of fun. I feel truly honored that I can now count myself as a Cardinal Stritch Graduate and the recipient of a masters degree. Thank you all for your support and for your reading my blog. Enjoy the summer and never be afraid to try something new with your classes.
Thank You,
John Wilkinson
Cardinal Stritch MEIT Online Cohort Class of 2012
Tuesday, June 19, 2012
Tuesday, May 22, 2012
Week #2 in CEDO 599
Well, after all of the brainstorming and feedback I have chosen to complete a Moodle site for my Honors Physics Classes to use next year. I am looking forward to using the self grading quizzes feature to get the students some extra practice and having my class notes in a password protected site for the students to use. Here is the first draft of my SMART Goal:
I will create a Moodle Website for my Honors Physics Classes to use next school year. The website will have 3 sections per unit: an electronic notes/activities section, an answer key section and a self grading review section. The notes/activities section will contain 3 different formats for the work so that students can choose their own device: pdf, SMART Notebook and zipped SMART Files. The answer key section will be adaptively released so that the answer keys come available to students as the work is gone over in class. The self grading review section will have 20 multiple choice and/or calculation questions that will present themselves to students in a random way so that students can use the review multiple times as a way to study. The nine units that I cover in my honors physics class will be setup in Moodle over the next four weeks and will continue to evolve throughout the coming school year.
Again, any input you have on the shape of this project is welcomed with open ears... or eyes... how does that saying translate into blog speak?
I will create a Moodle Website for my Honors Physics Classes to use next school year. The website will have 3 sections per unit: an electronic notes/activities section, an answer key section and a self grading review section. The notes/activities section will contain 3 different formats for the work so that students can choose their own device: pdf, SMART Notebook and zipped SMART Files. The answer key section will be adaptively released so that the answer keys come available to students as the work is gone over in class. The self grading review section will have 20 multiple choice and/or calculation questions that will present themselves to students in a random way so that students can use the review multiple times as a way to study. The nine units that I cover in my honors physics class will be setup in Moodle over the next four weeks and will continue to evolve throughout the coming school year.
Again, any input you have on the shape of this project is welcomed with open ears... or eyes... how does that saying translate into blog speak?
Sunday, May 20, 2012
Week #1 in CEDO 599
This week we took a look at possible projects that could be implemented in our classes. I have a few ideas and if any one has some advice it would be appreciated.
Idea #1
Use Google docs and sites to create a series of templates for labs and handouts in my physics classes. Next year my school is looking at creating a "bring your own device" initiative that will enable students to bring technology into the classroom. I would love to harness this tech in a non-device specific way in my classes. Google docs could provide an avenue to have my students have access to technology and be able to do the class work in an authentic way
Idea #2
My school has SMART Boards in most of the classrooms. With the new "Bring your own device" initiative next year it would be awesome to have the students have access to the same notes and assessments that I do in class. By using the SMART Notebook online tool combined with a phased inclusion of the up coming SMART Notebook App I could convert my current classwork into SMART files that the students could use as their course work. This would lead to a great convergence of technology as the online option of SMART notebook would be non device specific
Idea #3
I will be department head next year and one of the big issues that has plagued my department is an inability to share equipment. A few Google docs could be artfully created that give the entire department access to equipment, while making sure everyone knows what is available. With such a system replacment of consumables would be much easier than it is currently in the budgeting process.
Idea #4
My school has access to a Moodle server. I would love to extend the school day for my Honors Physics students to include some self grading assessments, password protected readings and online help options. The Moodle site would be created to better prepare students for the rigors of Advanced Placement Physics and to make myself more accessible after the school day ends.
Idea #1
Use Google docs and sites to create a series of templates for labs and handouts in my physics classes. Next year my school is looking at creating a "bring your own device" initiative that will enable students to bring technology into the classroom. I would love to harness this tech in a non-device specific way in my classes. Google docs could provide an avenue to have my students have access to technology and be able to do the class work in an authentic way
Idea #2
My school has SMART Boards in most of the classrooms. With the new "Bring your own device" initiative next year it would be awesome to have the students have access to the same notes and assessments that I do in class. By using the SMART Notebook online tool combined with a phased inclusion of the up coming SMART Notebook App I could convert my current classwork into SMART files that the students could use as their course work. This would lead to a great convergence of technology as the online option of SMART notebook would be non device specific
Idea #3
I will be department head next year and one of the big issues that has plagued my department is an inability to share equipment. A few Google docs could be artfully created that give the entire department access to equipment, while making sure everyone knows what is available. With such a system replacment of consumables would be much easier than it is currently in the budgeting process.
Idea #4
My school has access to a Moodle server. I would love to extend the school day for my Honors Physics students to include some self grading assessments, password protected readings and online help options. The Moodle site would be created to better prepare students for the rigors of Advanced Placement Physics and to make myself more accessible after the school day ends.
Wednesday, May 2, 2012
Week #6 in CEDO 565
AS
we finish up our second to last class in the ME-IT program we were asked to
reflect on the following questions:
- How has your definition of leadership altered or been reinforced? Your definition of teacher leadership?
Through the discussions and readings my view of
leadership has been a little bit more solidified. I always viewed a leader as
someone in charge and my definition did not get any more complex than that.
After the readings and discussions I realize that leadership is a large
umbrella to cover anyone who promotes change to the status quo. You can be in a
position of authority and not be a leader if you do not attempt to better the
situation of yourself and your team.
- Has your opinion of your leadership potential changed?
I think I still have the same view
of leadership potential that I have had since becoming a teacher. The best
leaders, in my opinion, are the ones who don’t really want to be in charge, but
help guide their team so that everyone gets what they need and most of what
they want. A person with good leadership potential can work with a diverse
group of people and make it so that they all come away from the interaction
feeling like their voice was heard and their needs met without feeling pushed
into a change that they are not on board with.
- Do you agree with our textbook's assertion about "improving education from within"? If so, what will you do to help?
I think that this is a very wise assessment. Education policy makers can legislate
all that they want , but teachers won’t change their ways unless they buy into
the change. We need teachers to
step up and spear head education reforms to make our educational system better
in numerous ways. I am hoping to
use my new department head position to better facilitate these changes and make
my own educational community a little bit better.
Monday, April 30, 2012
Week #5 in CEDO 656
This week we finished up years 2 and 3 in our change
simulation. It was funny that we
had such problems in year 1 since once we started going the simulation became
easier and easier. Our team made decisions at a faster rate and the benefits
came rolling in. Overall the simulation was fun and highlighted the need for
transparent communication when it comes to getting a group to undergo a large
systematic change.
We also finished the book “How to Thrive as a Teacher
Leader.” By John G Gabriel. The
last chapter was all about how to increase achievement for both teachers and
students. If I had to summarize
the chapter in a sentence it would be “Lead from the front”. A teacher leader must be the one to
show WHY a change is useful in order to get their group to go along with
it. This is often lost on some
leaders in the educational setting since it means that you are infinitely more
vulnerable as a leader than as a member of the group. You need to put yourself out there if you want to be the one
in charge.
Lastly, I would just like to say that all of the group work
we have done in this course has been very enlightening. If you have a group of
people who are all positive and task focused then your can accomplish great
things. I have been very fortunate
to be a part of some great groups and it has been awesome to see the good
interactions we have been reading and talking about modeled so successfully.
Thursday, April 19, 2012
Week#4 in CEDO 565
This week we ran the first week of a simulation in creating change in a school. We acted as administration trying to effect an unknown change upon a whole district. We had to use up resources to get the staff on board with our proposed change. After the simulated end of one year... we had not even begun to figure out what the change is that we are going to get our district to undergo. I kind of feel like this is the way a lot of administration feels about us teachers. They have great ideas, why won't us teachers just go along with it already :) The frustration is good in that it serves a real purpose to show how we need to refine our ideas before presenting them to the larger group.
We also read some articles about the stages of change that will be very useful for next week's simulation. The simulation that we are doing has the same parts that article: http://www.mcrel.org/toolkit/res/change.asp has and will be useful to use as road map in the coming game.
We also took a look at Motivation in Leadership and all of the different things that can make a department a more cohesive unit. It featured a couple of good tidbits of advice from hosting socials to keeping observations to short "walkthroughs". It was a nice change of pace since the previous chapters were mostly concerned with conflict resolution. I like that we now focused on the good things.
We also read some articles about the stages of change that will be very useful for next week's simulation. The simulation that we are doing has the same parts that article: http://www.mcrel.org/toolkit/res/change.asp has and will be useful to use as road map in the coming game.
We also took a look at Motivation in Leadership and all of the different things that can make a department a more cohesive unit. It featured a couple of good tidbits of advice from hosting socials to keeping observations to short "walkthroughs". It was a nice change of pace since the previous chapters were mostly concerned with conflict resolution. I like that we now focused on the good things.
Tuesday, April 17, 2012
Week #3 In CEDO 565
Whoops! This is super late, but in week 3 of CEDO 565 we took a look at "Who Moved my Cheese" a parable about being adaptive to change and being capable of looking at the big picture. I thought that it was an interesting story, but I can see that it has the capability of being misused as a justification for administration for forcing arbitrary changes on a staff. The story does not make any prioritizing for the different topics that come up. This can cause quite a problem if you just keep on flitting from topic to topic and do not have any overall goal for what you are doing. If you want to see the breakdown of topics the powerpoint is available below:
Who Moved My Cheese
View more PowerPoint from Vedanta Mission
We also took a look at systems thinking and how it could be applied to the educational system. It is a great idea to value the interconnected nature of how students learn. Again, I only have a small reservation about systems thinking (much like my reservation about "Who Moved My Cheese".) The system provides no mechanism for prioritizing items or learning more background that could be used to gain a deeper understanding. I kind of liken it to standardized test preparation versus actual learning. With standardized test prep (and systems thinking) you only value that which is applicable to the moment. With actual learning you need a much deeper understanding about how things work, not just how they are related. Over all the presentations and videos were great items that spurred some rather deep conversations with my group mates and fellow teachers.
We also took a look at systems thinking and how it could be applied to the educational system. It is a great idea to value the interconnected nature of how students learn. Again, I only have a small reservation about systems thinking (much like my reservation about "Who Moved My Cheese".) The system provides no mechanism for prioritizing items or learning more background that could be used to gain a deeper understanding. I kind of liken it to standardized test preparation versus actual learning. With standardized test prep (and systems thinking) you only value that which is applicable to the moment. With actual learning you need a much deeper understanding about how things work, not just how they are related. Over all the presentations and videos were great items that spurred some rather deep conversations with my group mates and fellow teachers.
Sunday, March 25, 2012
Week #2 in CEDO 565
This week in CEDO 565 we took a look at data and how it can be used in a leadership role. In the book we read two chapters on "Assembling your team" and "Communicating your Leadership". I have been a part of the hiring committee for 4 of the positions in our 10 person department and I can say with certainty that John Gabriel is 100% correct about there needing to be a "fit" for your team. We have had tons of super qualified applicants for my school that have not worked out with the district not because they were not capable, but because they were not the right fit for the multitudes of people that have already established themselves in the district. It is tough realizing that it is nothing personal, it is just the nature of human interaction.
The "virtual data retreat" that we embarked on I took a look at the WKCE data for my district in reading, science and math. My district is very fortunate since it is over performing for its socioeconomic indicators. I can tell you with certainty it is because of good teachers teaching motivated students that have parents who are active in their child's education. The trifecta of student achievement is at work in my district and I am happy to be a part of it. We spend almost $200 more per student than the surrounding districts, and my district has ridiculously high property taxes to support such spending since the tax base is firmly blue collar. Yet, parents in my district have defeated every "tax payer alliance" or "citizens for fiscal responsibility" measure that has come to a vote. The community's dedication to education is unwavering. I am truly lucky to be where I am.
The "virtual data retreat" that we embarked on I took a look at the WKCE data for my district in reading, science and math. My district is very fortunate since it is over performing for its socioeconomic indicators. I can tell you with certainty it is because of good teachers teaching motivated students that have parents who are active in their child's education. The trifecta of student achievement is at work in my district and I am happy to be a part of it. We spend almost $200 more per student than the surrounding districts, and my district has ridiculously high property taxes to support such spending since the tax base is firmly blue collar. Yet, parents in my district have defeated every "tax payer alliance" or "citizens for fiscal responsibility" measure that has come to a vote. The community's dedication to education is unwavering. I am truly lucky to be where I am.
Sunday, March 18, 2012
Week #1 in CEDO 565 - Leadership and Planning
There is light at the end of the tunnel! CEDO 565 is the second to last class in the ME-IT at Cardinal Stritch and we'll be done by mid June (if all goes according to plan). I have to say that I have thoroughly enjoyed the masters program and have found it much more topical than other programs I have been a part of. Speaking of topicality, I just found out last week that I was being tapped to become the new science department head at my school. CEDO 565 couldn't have come at a better time as I am a little freaked out about the idea of leadership where there is no formal power. Our text book, How to Thrive as a Teacher Leader by John Gabriel, gives numerous examples in the first chapter of positions of authority that hold no formal power. It also gives a few hints about what skills are needed to be successful in these situations. Lets hope that I can crib enough information from both the book and the class to be successful at my new position.
We have also done some leadership inventories as well as looked at a TED Talk about the future of Africa and how important education is to transforming life there. It is a very powerful lecture and if you'd like to see it take a look below. It is well worth your time.
We have also done some leadership inventories as well as looked at a TED Talk about the future of Africa and how important education is to transforming life there. It is a very powerful lecture and if you'd like to see it take a look below. It is well worth your time.
Tuesday, February 21, 2012
Weeks 3 & 4 in CEDO 555
This week we are putting together the foundations of our portfolios. It has been amazing to look back on all of the stuff we have done. It has been a great year and a half so far and I look forward to the next couple of steps in completing the course and portfolio.
In order to organize the portfolio we were asked to evaluate and choose a set of standards to base our portfolio around. For me I choose the NETS*T from ISTE. ISTE is the International Society for Technology in Education and the NETS*T are the National Education Technology Standards for Teachers. These five standards give a great baseline that I can use to better guide my work on the portfolio. You can read all about these standards at http://www.iste.org/standards.aspx
We have also been working on a pretty cool project to get our students into creating portfolios with technology. I chose to create a project for my AP Physics students to create a portfolio that works with their reviewing of class material and provides them with proof that they learned college level physics in my class. It seems like such a win win, that I am a little embarrassed that I did not think of it before this point. Thank fully we had this course to push me in the right direction. It will be fun to see the project in action next year.
In order to organize the portfolio we were asked to evaluate and choose a set of standards to base our portfolio around. For me I choose the NETS*T from ISTE. ISTE is the International Society for Technology in Education and the NETS*T are the National Education Technology Standards for Teachers. These five standards give a great baseline that I can use to better guide my work on the portfolio. You can read all about these standards at http://www.iste.org/standards.aspx
We have also been working on a pretty cool project to get our students into creating portfolios with technology. I chose to create a project for my AP Physics students to create a portfolio that works with their reviewing of class material and provides them with proof that they learned college level physics in my class. It seems like such a win win, that I am a little embarrassed that I did not think of it before this point. Thank fully we had this course to push me in the right direction. It will be fun to see the project in action next year.
Monday, January 23, 2012
Week #2 in CEDO 555
This week we are goal setting and laying the foundation for what our portfolios will look like. I started putting together my digital portfolio at https://sites.google.com/a/wolfmail.stritch.edu/wilkinson-professional-portfolio/ Over the next few weeks I'll be putting together a portfolio of all of the work I've done in this masters program. I'm really looking forward to looking back on the last year and a half and see how much we have learned.
Here are the mission and vision statements I will be using for my portfolio (so far)
Imagine that it is the start of the 2016 – 2017 school year and you decide to step into my classroom. The students are working in small groups around the room. Each group is working on a different aspect of the homework and are preparing to present their findings. Some students are using their iPads and laptops to double check the electronic text book for definitions. The text book is an electronic copy of course work and has been formatted in both ePub and PDF so some students are using PDF markup software to do their work electronically. Other students are using the course website to listen to the lecture they were assigned online. These lectures have been made by me and use the skills and thoughts found at http://vodcasting.ning.com/ where I am a regular poster. Another group of students are working on the class moodle website on the dynamic problems that change per user based upon skill level. I am working with all of the groups to coordinate the work and answer any questions that may arise. The course is completely student centered and meets the students where they are.
Here are the mission and vision statements I will be using for my portfolio (so far)
Personal Mission Statement
To stretch the school day for my students using technology so that students get personalized, targeted instruction that best meets their abilities and interests. I will do this by creating a web 2.0 site to structure my courses around. The complete overhaul of my 4 different classes will take approximately 4 years and will be done in collaboration with my fellow physics teacher, John Kozicke.
Vision Statement
A “flipped” student centered classroom using moodle
Sunday, January 15, 2012
Week #1 in CEDO 555
This week we began looking into what an electronic portfolio looks like in the teacher education. When looking around I was struck with how few portfolios are readily available on the web. I had thought that this assignment would be a piece of cake and that I would be swimming in examples in the matter of minutes. As it turns out e-Portfolios are rather closed off from public viewing. After some reflection I realized the wisdom in this.
A lot of the people making e-Portfolios are pre-service teachers. By having e-Portfolios easily visible to the world, the portfolios are not made in a way that the accrediting institution has any filter on what is put into said portfolio. This is a recipe for disaster as students in my generation tend to "over share". I can think of 2 examples of being on a hiring team, wanting to hire some one and doing a quick "facebook" check to see if they were posting to the world about teacher - inappropriate things that students could get into. Needless to say neither of these individuals were hired. I think it is smart that institutions do not let a professional portfolio go out into the world without oversight.
Here are four different examples of portfolios that I have found that might be useful for getting familiar with the whole portfolio as a professional development tool.
In addition I have found a really good blog on issues of technology in education. Check it out if you have a couple of minutes: http://schinker.wordpress.com/
A lot of the people making e-Portfolios are pre-service teachers. By having e-Portfolios easily visible to the world, the portfolios are not made in a way that the accrediting institution has any filter on what is put into said portfolio. This is a recipe for disaster as students in my generation tend to "over share". I can think of 2 examples of being on a hiring team, wanting to hire some one and doing a quick "facebook" check to see if they were posting to the world about teacher - inappropriate things that students could get into. Needless to say neither of these individuals were hired. I think it is smart that institutions do not let a professional portfolio go out into the world without oversight.
Here are four different examples of portfolios that I have found that might be useful for getting familiar with the whole portfolio as a professional development tool.
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- https://lehmanedu.digication.com/topnoahberger/Independent_Learning - This ePortfolio is a more recent one that is used for a pre-service science teacher to show off what they have learned. It provides a more current example than those above.
In addition I have found a really good blog on issues of technology in education. Check it out if you have a couple of minutes: http://schinker.wordpress.com/
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