48:00 minutes (10.99 MB)
On this episode of Teachers Teaching Teachers, meet Tommy Buteau and learn more about Chad Sansing and the Cooperative Catalyst. Tommy recently wrote Paul Allison.
Paul,
I read about the Youth Voices project at the Digital Is site, and I think it sounds very interesting, like something I would use with my 9th and 11th grade English classes here in Windsor, CO. So, I visited the site and signed up, but it seems like I do not have access to everything. I can only see three of the guides that you use, and the directions for most of the activities seem limited. I enjoyed the free-writing article by Peter Elbow, and I also like the 10 questions activity. I am wondering if there is a description of how teachers use this site somewhere.
Thanks, Tommy Buteau
That’s not all, a couple of days later Tommy wrote:
We couldn't wait to welcome Tommy into our community and to learn more about his work. We were also delighted to welcome Chad Sansing back to TTT. You can see the results of the challenge we threw to him on TTT #256 - Cooperative Catalyst.
On this episode of Teachers Teaching Teachers,
Paul Allison, Susan Ettenheim, and Chris Sloan catch up with two other
National Writing Project teachers, Bud Hunt and Gail Desler.
First we talk to Bud about his conversation at this year EduCon 2.3.
We encourage you to follow the links at the bottom of this description
from the EduCon site (I hope we did our "linktrubition" correctly here!):
Dr. Remix; or how I learned to stop worrying and love citation Browse recordings:livestream.com/educon8 Who: Bud Hunt, St. Vrain Valley School District (CO) and Joe Bires, Haddonfield School District (NJ) Conversation Description:
This presentation is an extension of a Twitter conversation in
response to a keynote presentation at ISTE 2010. One presenter felt that
he was witnessing an act of plagiarism, while the other felt he was
seeing remix in action. Their constructive disagreement is worth
further exploration.
Clearly, there are many differing views on the role of proper use of the
work of others. What is the place of citation in the work we are doing
with students and others? When should you cite? How? What does a
digital citation, or "linktribution" as Alan Levine calls it, look like
online?
Perhaps you never thought about it or perhaps you never considered
the issue in its totality. This discussion will raise your awareness of
this issue that fundamentally affects us because ideas are at the core
of all of our curricula. Through citation, we ask students to connect
ideas together and create new ones, but the issue of citation masks the
fundamental question of the relationship between ideas and their
creators.
Websites: http://www.budtheteacher.com - http://edtechleadership.com - http://bit.ly/drremix
Next up in the podcast, Gail Desler brings us up to date on here work
as a technology integrator in the Elk Grove (CA) Unified School
District. Among other things, Gail describes why she loves Audacity so
much, and here's some of how she puts it in her wonderful Edublog, BlogWalker:
The appeal of Audacity to students is that they can edit all or just parts of a recording. For the past few months, I’ve had the privilege of observing Teresa Cheung’s
4th graders delve into Audacity to edit their Stories from Heart audio
interviews. Once students see how easy it is to zoom in and delete an
“er” or “um,” or shorten a pause, or amplify a section that’s too low,
or remove background noise, etc., they become active sound editors. I
love watching the confidence level of ELLs grow, as they relax, knowing
how easy it is to redo words or even a single word until they’re
satisfied with the output.
But more importantly, as Teresa’s students listen, for instance, to Chase’s mother explain how she came to be born by a waterfall, or Devina’s grandmother talk about growing up in Berkeley in the ’50s, or Anthony’s mother
talk about her childhood days escaping Laos, the students take pride
in sharing and preserving family stories, cultures, and languages. As
the collection builds, so does the celebration of common threads and
diversity in Ms. Cheung’s classroom, along with an appreciation for the
power of the human voice.
Finally, Paul, Chris, and Susan mull over some of the changes they are planning for Youth Voices.
Within days of this post, Bill Fitzgerald and the other "primates" over
at FunnyMonkey will have finished a re-launch of Youth Voices on their
new Voice Box installation.
The VoiceBox installation profile is designed to
simplify the work of groups looking to create or expand their online
presence. Groups who could use this site range from media organizations
to not-for-profits to schools to advocacy groups. If an organization
wants to build a place for their stakeholders to publish, interact, and
get more informed, then VoiceBox could support that work.
Click Read more to see a copy of the chat that was happening during the webcast.
We are delighted to introduce you to Travis Powell on this episode of Teachers Teaching Teachers. Travis is a member of the Oregon Writing Project, and he teaches at a unique school that he co-founded, the Child’s Way Charter School in Oregon.
We met Travis at a gaming workshop at the National Writing Project’s annual meeting in November and at a NWP Maker workshop.
Here’s what Travis says about his school and his work there:
The charter is in its fifth year of operation. The charter's mission is to create environments that allow the students to explore and discover their strengths and weaknesses in their educational development. We have an emphasis on the implementation of technology. I am a co-founder of the charter and my role was and is the implementation of some of the theories on education put forth by Gardner, Glasser, Dewy, Maslow & Payne ... I serve a low SES population of 24 students ranging in grades from 9th -12th. Each student has a laptop with internet access along with ipad touches on loan form CATE, center for advanced technology in education, out of the University of Oregon.
The ning showcases some of their individual and group projects. In "Problems have Solutions" the students learned what it takes to solve the Cube and then construct a machine to solve the cube. Another project is "Solar Hydrogen" part II.
My goal is to get the students to realize the potential. Be able to read, write, think abstractly (mathematics), apply the scientific method, and communicate effectively at a college level by the time they leave the charter. In tandem, develop a four year plan post high school (two-year, four-year college, vocational, ...) with clear objectives with feedback on accomplishing those steps....
Enjoy!
Click Read more to see a copy of the chat that was happening during the webcast.
46:37 minutes (10.67 MB)
Congratulations to all involved in the National Writing Project’s (NWP) new Digital Is site, which launched the first week of November when we recorded this podcast!
Take a look at all the wonderful work that has been collected and curated so far by NWP teachers from all over the United States at http//digitalis.nwp.org/
Once you’ve checked out those great resources and provocations, listen to the creators, collectors, and curators of this exciting new site on this episode of Teachers Teaching
Teachers.
As Christina Cantrill wirtes:
The National Writing Project’s DigitalIs website is a teaching-focused knowledge base exploring digital
writing, teaching and learning. It invites participation in developing
this knowledge base in several ways – visitors can find a range of
teaching-focused collections and resources here related to digital writing, teaching and learning as well as become community members and participate in discussions. Also, after participating and getting a sense of the site, one can write to us and apply to be a resource creator. Resource creators can draft and compose multimodal resources here, get and give feedback to other resource creators, and publish.
Paul Allison, Susan Ettenheim, and Chris Sloan welcomed five of our friends and colleagues to this episode of Teachers Teaching Teachers:
Christina Cantrill
who works at the National Writing Project as a Senior Program Associate
for the NWP Technology Initiative and Digital Is project
Elyse Eidman-Aadahl who directs
National Programs and Site Development at the National Writing Project.
She also moderates one of our favorite webcasts/podcasts, NWP Radio.
Kevin Hodgson teaches sixth grade in Southampton, Massachusetts at the William E. Norris
Elementary School. He is also
the technology liaison with the Western Massachusetts Writing Project. Check out how many different ways Kevin shows up on Digital Is!
We talked with our friends about the importance of commenting. Over
the last several years, those of us who have been building Youth Voices have learned how important it is to teach and nurture commenting, not just posting new posts all the time.
Join the excitement! Digital Is promises to be an important touchstone for communities of learners in the National Writing Project and beyond, and we suspect that the quality of the discussions on the site will soon be as important as the quality of the resources.
With this episode of TTT, we celebrate the launch of Digital Is and to think about the role of commenting in building new communities of learning on this site.
Unfortunately the chat log for this podcast is unavailable.
On this episode of Teachers Teaching Teachers,we talk to teachers from the Gulf Coast again. School has started in many places along the Gulf, and there are many different and mixed reactions as the emergency has turned into a long-term clean up effort and part of a chronic crisis in the region.
On this podcast you'll learn what teachers and students on the Gulf were thinking about the BP oil spill in at the beginning of August, about 3 weeks after the cap was put on the Deepwater rig. You'll also learn why they believe that the “Voices on the Gulf” project is more important than ever. If you haven’t signed up yet. We’dlove for anybody who listens to Teachers Teaching Teachers to join the site!
We expect that students’ voices will dominate on the site once more schools start up, but we’d love to hear your plans, your thoughts, your voices on the site right now! Thanks!
The series of podcasts about the Gulf oil spill that we started at the beginning of June continues on this episode of Teachers Teaching Teachers.
We are joined by Alicia Blair a 5th grade science teacher from Mississippi who has been an important voice on many of these podcasts this summer.
It was also a delight to listen to Ann Dobie, author, professor, and former Writing Project Director from Louisiana.
Ann Brewster Dobietaught at the University of Louisiana at Lafayette for thirty-eight years, where she is now professor emerita of English. She directed graduate studies in rhetoric and the university’s writing-across-the-curriculum program. She is the author or coauthor of six college writing textbooks and author of numerous articles on literature and composition. She is the editor of Something in Common: Contemporary Louisiana Stories,Uncommonplace: An Anthology of Contemporary Louisiana Poets, and Wide Awake in the Pelican State: Stories by Contemporary Louisiana Writers. Ann received her doctorate in the teaching of writing from Columbia University.
Biography on http://anndobie.com Given our interest to work with teachers in the Gulf to collect the stories of students there, take a look at this description of Ann Dobie’s newest book, Fifty-Eight Days in the Cajundome Shelter, which was published in 2008.
Fifty-Eight Days in the Cajundome Shelter
Hurricanes Katrina and Rita destroyed thousands of homes, schools, and businesses across the Gulf Coast and changed the face of southeast Louisiana forever. However, nearly a hundred miles northwest of New Orleans, in Lafayette, Louisiana, a different story was unfolding. As men, women, and children waited on their roofs for rescue, executive director Greg Davis hurried to prepare the Cajundome in Lafayette as an emergency shelter.
The workers and volunteers in the Cajundome provided food, showers, and medical care to more than eighteen thousand evacuees that came to Lafayette. From the first busloads of newly homeless to the disasters caused by Hurricane Rita, “Fifty-Eight Days in the Cajundome Shelter” shares personal accounts of heartache and joy, tragedy and triumph. For the first time, here is a collection of the stories of the volunteers and evacuees. Their heroism, courage, and despair are etched into these stories as they endured the first few weeks in a hurricane-ravaged world.
Retold here is the bravery and leadership of Donald Williams as he took charge and led a convoy of handicapped and elderly to safety. Readers will also be captivated by the unforgettable story of the Prevost family as they climbed their way to the roof of their home and their heartbreaking journey to dry land on I-10. The author includes her own personal accounts of what really happened in the aftermath of Katrina and the bravery and selflessness of countless people who struggled to make a difference.
We are excited about the number of teachers who have joined us this summer for this exploration into how we can be good neighbors with our friends in the Gulf Coast. Al Doyle, a NYC teacher of gaming, joined us from the woods of a summer camp in Maine, and a new teacher Rebecca from Pennsylvania, had some things to say as well.
Some of the things to listen for in this podcast are some of the reasons we have been working with Bill Fitzgerald at FunnyMonkey to build an extension of our Youth Voices site. Two quotes from this podcast help define our mission for Voices on the Gulf:
I think sometimes when your there at that Ground Zero, if I can borrow that phrase, it's a little overwhelming. But I talked with several people and got together with our [Writing Project] director, and we just had a real brainstorm. And we went back again to our experience with Katrina. What did we end up doing? Not that we ever planned any of these things. It was more the spontaneous improv sort of thing. So we went back and we looked at the things that had been successful, and thought about what we would like to do for the oil spill. This time planning, with the goal being: We want to publish! We would like to do that this time.... This whole experience that we've had this summer in trying to brainstorm how to bring student voices out has really inspired us to take the initiative, instead of waiting until we see it through like we did with the hurricane, to make those efforts.
--Alicia Blair, high school science teacher and member of the Live Oak Writing Project, University of Southern Mississippi, Gulf Coast
In Louisiana after Katrina and Rita our [Writing Project] sites published any number of anthologies of student writing about those hurricanes, and about what it meant to live through the hurricanes, but even more so, through the clean up and the rebuilding. I have no doubt that that's going to happen again because our teachers always capitalize on those things which are happening in students' lives and their families' lives, and use those as sources of writing and a kind of catharsis. I have no doubt that it will happen.
--Ann Dobie, professor emerita of English, University of Louisiana, director of the Louisiana Writing Project State Network and former director of the National Writing Project of Acadiana
On this episode of Teachers Teaching Teachers, Alicia Blair, a science teacher who lives near the beach in Mississippi, asked us to think of her the next time we pump gasoline into a gas-guzzling automobile. Later in the show her heart went out to an art teacher, April Estep, who lives 20 minutes from the site of Massey Energy's Upper Big Branch mining disaster. Casey Daugherty, a co-director of the Ozarks Writing Project, observed, "We'll think of April every time we switch the lights on."
Sandwiched between these ongoing conversations about how to respond to the BP oil spill and similar disasters such as the Big Branch disaster, we talked about how to raise teacher voice and how to push out audio and video on social networks like Twitter.
This summer our guests brought twitter and social networking to and from their local Invitational Summer Institutes of the National Writing Project. Paul Oh leads us in this discussion of how the face-to-face, intense summer work widens when social networks become part of the mix.
Our guests on this episode of Teachers Teaching Teachers were:
Writing Project teachers have found Twitter to be a serious learning tool. Many sites across the country integrated Twitter into their summer institutes this summer, and teachers have built "personal learning networks"—groups of people who casually join together to communicate and collaborate on common topics—where they discuss serious educational issues.
Story behind the image:
As an ornithologist’s son, watercolor artist Paul Jackson grew up spending Christmases in the park ranger’s cabin on Horn Island, Miss. Over several weeks, he turned his outrage into “Fowl Language,” in which a least tern, stilt, egret, cormorant and other Gulf birds sit atop a dropping-streaked BP sign as an oil rig smokes in the background.
He posted a photo of the painting on his Web site while the paper was still damp. Within two hours, it was selling as a T-shirt on the art-sale Web site Zazzle.com.
The Columbia, Mo., painter has since created his own site, “Art vs. Oil Spill.” About 100 artists from as far away as India and Malaysia have offered works, with all proceeds going to nonprofit groups working to clean up the oil or oiled animals.
This the fourth week of a summer series in which we have focused Teachers Teaching Teachers on the BP Gulf Oil Spill. Our guests included:
Matt Montagne, who has been collecting materials, such as: October 28th, 2010 TEDxOILSPILL Talks. The Google Doc that Matt can be found at http://tinyurl.com/voicesonthegulf - And stay tuned! There much more to come under the domain: "VoicesOnTheGulf." (We also eventually agreed on the common tags: "voicesonthegulf" and "edoilspill"
Diana Laufenberg, a history teacher from Science Leadership Academy who joined us on this topic 3 weeks ago will try (from her family’s farm) to join us again.
Natasha Whitton, one of the three teachers from the Southeastern Louisiana Writing Project two weeks ago, hopes to join us again
Andrea Zellner, a biology and English teachers from the Red Cedar Writing Project in Michigan will be with us again!
AND NEW to our webcast: Catherine Tibbs, a former high school English teacher who works for the Live Oak Writing Project in Mississippi joined us. (She is also invited colleagues who will be heard on future podcasts. Catherine wrote this on a Monday late in June :
I don’t know if you know this or not, but oil reached the MS beaches this weekend. We had been fortunate so far to avoid this mess. From what I understand from the media, the manpower was not coordinated in the Gulf to skim the oil that is now reaching us. Isn’t that always the case?
Also new to the podcast is Jeff Mason from Penscola, Florida, a biology and technology teacher. We met a Twitter, and we look forward to a continuing connection. (Jeff came on the webcast last week as well, so look for more from him on future podcasts.)
We hope you will be able to join us in this ongoing project. Help us know how to respond as teachers—and with our students—to this monster that will continue to reek havoc for weeks? months? to come!
Join us to talk about what's happening in the gulf every Wednesday at http://EdTechTalk.com/live at 9:00pm Eastern / 6:00pm Pacific USA (World Times).
Click Read more to see a copy of the chat that was happening during the webcast.
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What are you waiting for? These are limited edition items. Shop now and avoid the rush!
co-founded, the Child’s Way Charter School in Oregon.
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