Leadership Project

I would like to present the following presentation at the National Council of Teachers of Mathematics at their next conference in Des Moines, IA on Feb 12, 2012. My second option would be to present at the Illinois Education and Technology Conference in November of 2011.

Leadership Presentation

Think-aloud part 1

Think-aloud part 2

Feedback from critical friends:

Ray Owens:

Jessica,

I am very excited for you to present to NCTM. There is nothing better than having someone passionate in their discipline present at a conference. I am sure that you will get in. Great beginning. I really appreciate the practical ways to integrate technology into the classroom at different levels. Good ending. Your presentation will be very powerful if you start and end in the same manner.

Bridget Owen:

Jess,

I am not a huge math nerd like you, so I was worried when you wanted me to look at a presentation all on the vital role of technology in the math classroom. Your presentation was great though. Very exciting and great visuals. In your speaker's notes, what you wrote was challenging and thought provoking. Great work. Good luck finishing up your masters!

Wk 4 Wimba Reflection

I can't believe how time has gone so quickly in these last couple months of FS. Just listening to the archive put me in a little funk. I have been going, going, going, that I haven't had the time to stop and reflect on the fact that I am almost done...WE ARE ALMOST DONE! I have almost completed my master's degree. It seems so surreal that I started this process last March and my life has changed so much since then. I have a learned more than I can say, I have stretched the limits more than I can describe, I have become more happy than I thought I could be. Maybe that happiness is partially because of my beautiful daughter or knowing that I am doing what I love every day and getting a degree that circles around that love. Probably the first option :)

Wk 4 Response to Judy DeLosSantos

Judy said:

I like to give my students choices with their art projects. Sometimes that extra freedom can bring the attitude of the student from ho-hum to wow. The project becomes more engaging to them, thus creating something better than what the original assignment would be. I will try to get permission from at least one of those students so that I may post a picture of what the assignment calls for and what that student created instead. Sometimes letting them go and discover is the best way to ignite that sometimes hidden creativity and passion. This is something that I should learn to do more of in my everyday life, especially while working with the more challenging students.

Sometimes it is hard to remember that some things are just better done in person.
, especially in this day and age of texting and social networking. Even my husband and I have found ourselves instant messaging on Facebook even though we are sitting right next to each other. Observers would no doubt wonder about our synchronized laughing and smiling as we view links and joke
The concept of being the board and placing no blame on anyone is foreign and strange. It sounds great but needs practice, especially in the heat of an issue. I would really like to read this chapter several times to really drill it in and remember to practice it.
This is a wonderful and interesting book that I will read over and over to help me correct mistakes, give more of myself and to help others give more as well.

I responded:

I agree that this book has been a great read, a must have for educators. I need to step back and consider what is possible. Not going for what is easy, but what will show more appreciation to the people around us. You made me laugh about IMing your husband....I regretfully admit that I have done that MANY times :)

Wk 4 Response to Michael George

Michael said:

Chapter 11.- Frameworks


This chapter opens with Martin Luther's famous "I have a dream speech" to support the claim that dreaming can make a difference. The author frames this speech as if it was prepared in advance and created to stir the human spirit. This was not the cae. Martin Luther departed from his speech after reading paragraph one of his written speech and decided to speak extemporaneously at the urging of Mahalia Jackson. Mahalia was Dr. King's favorite gospel singer and in the middle of his speech she shouted: 'Tell them about the dream Martin! Tell them about the dream!" at which point history was made.

To me, this is the true framework of possibility. Departing from the prepared remarks and talking passionately about your dream. People will respond and resonate at a much deeper level as we saw in the case of Dr. King. As the author pointed out, "a personal vision can become the framework for a life of possbility."

I responded:

Michael,

You said it perfectly, "To me, this is the true framework of possibility. Departing from the prepared remarks and talking passionately about your dream." It is in the moments of true emotion that a speaker/teacher/person makes the most impact. It is not in a preconceived speech.

Wk 4 Reflection on Reading

Chapter 12 spoke volumes to me. When considering myself and the road I have traveled, I sometimes forget to realize the affect I have on others. Has there been a time where I have had the pleasure of lifting a teammate, student, or stranger up enabling them to realize their dreams and exceed anything that you could have imagined? I HOPE SO! I hope I am positive to my team every day of the week. One circumstance where I looked outside of myself to uplift a colleague was with a para-professional. She is fantastic para. She has the presence of a teacher in the classroom. When she comes into the room, with a one-minute prep, she could co-teach the classroom. She is one in a million in the realm of para-professionals. One day I asked her if she had every considered being a teacher. She looked at me like that thought had never entered her brain. After explaining to her how wonderful she is with the students and in the classroom, she opened up to me about a disappointment she had had when trying to get her degree in education. She had gotten pregnant with her now 20 year old daughter and never thought she could be a mom and finish a degree. Life got crazy, but now is settling down again. I told her about how universities are trying to make degrees more accessible to older students and gave her a couple universities to look into. A couple weeks went by. She surprised me one day by saying she signed up for an art class to go towards her general requirements. I was so happy. She told me that I had been the bug in her ear. She needed to get back to her passion. She loves kids. Anyone could see that. It was all about honesty and appreciation.

I hope I live every day sharing honest appreciation with my family, colleagues, and students. You never know when a person might be needing a little bug to encourage them to seek what is possible!

Wk 3 Wimba Reflection

In looking forward to building my presentation, watching the Wimba archive helped to guide me in the right path. The information was helpful on how to share the presentation when the time comes for submitting. I was unclear on the way to share a KeyNote. I know that GoogleDocs using Microsoft PowerPoint, so sharing using our web.me.com will be beneficial so I do not have to convert to PowerPoint. I still have reservations about putting the presentation out there for the world (ok, just Full Sail peers) to see. I am hoping I convey a problem that I see in the math classroom and bring some insights to spur on my colleagues to the possibilities!

Wk 3 Open Reflection Part 2 of Leadership Project

Have I completely made up my mind about publishing or presenting? Yes, presenting. But am I still struggling if it's the right choice? Yes.

I know that I must make the choice now so that I'm not pulling my hair out on Saturday night, May 30th, still debating on a presentation or writing a paper.

I am presenting. I am excited. I am narrowing down my options of presenting at a Mathematics conference on how to teach for mathematics understanding (which is what my ARP focuses on) or if I want to present at a conference over Iowa Core Curriculum (which I could present the topic of graphing and how it fits the standards and benchmarks of the Common Core and ICC).

**This Just In***The NCTM (National Center to Teach Mathematics) will be hosting a conference on February 12, 2012 that I will be applying to present at. Cross your fingers for me :)

Wk 3 Response to Tricia Atkinson

Tricia's post:

Chapter 6, and rule number 6, is extraordinary. That idea has been my motto this school year in order to survive. I have found myself so frustrated with certain students’ behaviors that I want to correct them every single time they say something inappropriate, instead of picking and choosing my battles. When I refrain, I feel resentful towards them. I realize from reading this chapter that I need to remind myself that I am a teacher, not a parent of 162 children. I am not physically or mentally able to project my personal value set in the discipline of my classes. I must remember that position and attention are central to my students, and they do not intentionally mean to offend me with most of their actions. They are surviving in a competitive environment. I must focus on finding my central self rather than the calculating, judgmental, angry, resentful self. I can’t judge rude children without considering the whole person=who knows what is going on in their life or how they were raised.

My response:

"I am not their parent." I say that phrase over and over in my head when there are the moments that I must ignore. Inappropriate language is what gets me every time. How do students not know that there are times where they cannot talk about certain things (like bodily functions)? Well, they probably see their parents doing it at home and do not know where to draw the line...or they are boys and think it's really funny. Either way, you are right in saying that you cant be a parent to your students. So many times, parents think that teachers are the ones to instill moral character into their child's life. Is that our job? No. But we are called to teach 21st century skills which include being able to make it in this world.

Wk 3 Response to Debra Atherton

Debra wrote:

It’s complicated being me. Sometimes I’m a walking manifestation of Rule Number Six: I stand on desks, I make funny faces, I tell funny stories on myself. I apologize easily if I get something wrong. And other times I’m the queen of seriousness. Usually when students aren’t doing what I want. What IIIII think is important. Why, it’s almost like I have two selves!

I responded:

Debra,
First, let me say, that I love to read your posts. Your writing is at times a hilarious free flowing thought that I can't help but be engaged in.

I loved reading the evolution of you. I find myself in the same trap. I pick and choose when I want to care. A part of me wants to constantly be rule enforcer and another part of me wants to be a hippie with no rules...just love. When the two merge, I find that the mixture can be explosive at times and at other times a pushover. To find that inner balance, I must let the war rage. There are times when one side is the victor over the other.

Way to write from the heart and post pictures of you being you...
Jess

Wk 3 Reflection on Reading

The Art of Possibility has been a wonderful read that has stretched my idea on life and my role in it.

Chapter 6. Rule Number 6: Don’t take yourself so seriously. Life is a journey–enjoy and learn along the way. Live, laugh, and love!!

I have never fallen prey to taking myself to seriously. Time and time again, I find that I am making myself look like a complete fool in front of my students and I love every moment of it. There are many moments in my life that I can point to and say, “What a journey!” Having a baby, while getting my master’s and buying my first house has been the ultimate of crazy experiences I have had so far. When I look back at this last year, I will laugh. I can’t believe that I made it. I am happily not pregnant any more and enjoying my beautiful little girl Lucy. I am in my last weeks of my master’s degree. I have moved into a wonderful home (that needs lots of work) and am almost unpacked! Life is a journey and I love traveling it!

Chapter 8. Giving Way to Passion: Control says that the only way to avoid disappointment and frustration is to not care at all. No hits, no runs, but most importantly, no errors. What are you doing in your daily life that expresses your passion or the things you are passionate about?

Every day I wake up to the sound of a beautiful baby stirring in her crib. These past 6 months of my life, I have been living my passion of being a mom. I never knew that it was a passion of mine until I began carrying her in my belly. Ever since then, I know that my passion to be a mother and nurture my own offspring’s will express a passion that will never end.

What I have chosen as my career is another passion of mine. Since a young age, I have wanted to be in the school setting. Finding out that I wanted to be full-fledge teacher was a journey. After a few bumps in the road, I realized that I was dragging my feet and pitter-pattering around the fact that I wanted to go into education. Every day, I am challenged by students in multiple ways. I teach them while they teach me. It is the best job out there that is extremely under-appreciated....but I love it!

Wk 2 Open Reflection: Part 1 of Leadership Project

From time to time, I catch myself practicing what I preach to my students. In math, I have told my students that I like to see them struggle with a math concept before I step in and try to help them. They look at me with disgust in their eyes and say, "Why would you want us to struggle??" I respond by explaining that you understand a topic more if you struggle with it and find the solution on your own. If someone spoon feeds you information, you will only be regurgitating what they told you, not mastering it.

Me preaching that has led to me practicing that struggle with my leadership project. I have been struggling to pick whether I want to get published or present. Why wouldn't Full Sail just give us ONE option??? I sound like one of my students. :)

Through the struggle, I have ultimately come to the decision that I would like to present. My speaking abilities are stronger than my writing abilities.

Let's hope I don't regret that decision!

Wk 2 Comment to Clarence Binkley

Clarence's post:

The Art of Possibility, by Rosamund Stone Zander and Benjamin Zander

Chapter 1 – It’s all invented

As a photographer, I have been so trained to look at photographs and interpret

them that it came as quite a curiosity that people who have never seen a photo cannot read or understand what they are looking at. Our experiences and training create what we see as well as what we think. I must remember this when I teach. Instead of showing frustration or impatience, I should take the time to understand what my students are thinking and seeing.

Chapter 2 – Stepping into a Universe of Possibilities

I teach photography. I teach theory and I teach composition or how to look at the world. Some students do well in theory, but have difficulty with looking at the world. Others can’t handle theory, but make great pictures. My problem has always been how to grade fairly. I wish that I could just give them a acceptable or unacceptable grade for the entire course, but my school will not let me do that. After all, I have to assign a grade that will give them a class standing. They are, after all competing against their fellow students. The possibility of helping them learn to see is what keeps me excited about my class. I only wish the grades weren’t more important to everyone else.

Chapter 3 – Giving an A

I had a meeting with a parent. It seems his daughter; my student received a low grade from me. It was a trend with her that every grading period, her grade went down. I knew that he came down hard on her and in defense; she blamed me for all her problems. The truth was, as the class got more involved, she spent less time on the assignments. I really felt sorry for the girl. All her father wanted was a high grade. He could care less if she learned anything. I have often wished I could get my students to worry less about a grade and more about what they are learning. They just don’t seem to understand that good grades will follow learning.

Chapter 4 – Being a Contribution

This was my favorite chapter so far. I really want my students to feel that if they contribute to my class, then right or wrong, they are doing what I want them to do. It is much more difficult to contribute, than to hide in the wings and watch others. Working with teenagers has proven that the most difficult thing to do is to make them understand the value of contributing.

My comment:

The story you told about your interaction with "the dad" in art class was very powerful. So many times that letter grade assigned to a student is all a parent cares about. If the letter grade has fallen, to them, it means that something catastrophic has happened from when the grade was an A and now it is a B. I have found in my math classroom that when content gets harder, students' grades go down because the content is new to them and they tend to make more mistakes. When the content has been covered previously, they are a pro and do really well. A "B" is not a bad thing; they just need to work harder. So good grades will follow learning, like you stated at the end of your chapter 3 summary.

Wk 2 Comment to Anne Alsup

Anne's Post

Recently I had the opportunity to be introduced to the World of Warcraft during a class on Gaming Strategies and Motivation. My guides for the excursion into this alternate reality were my two youngest sons, Stephen and Andrew. We had some interesting adventures and I spent way more time than I thought I would in this strange land. Many of the quests would take hours and I would go to bed dreaming that I was running through a field, trying to find my corpse so I could bring my lifeless body back to life. I would leave my house in the morning and I started thinking of everything in my life as part of the game. Following the same road, noting landmarks along the way, entering the building where I work, walking down the corridor, opening doors like I was on some quest. As I read the book, "The Art of Possibility" by Rosamund and Benjamin Zander and came to the first chapter, it didn't take much to convince this reader that it is all created.

Who makes the rules anyway and what were they thinking? Seriously, if we never colored outside the lines, where would we be? If we define ourselves by our perceptions of what our administrators, legislators, students or their parents think of us; where would we be? Given the current state of affairs in education, I'd much rather step into a "universe of possibilities" where I can have some control over my perception of the reality. If teachers are going to inspire their students, they need to have some inspiration. Budget cuts, meetings, more reports, standardized testing, learning gains and AYP, do not count as inspiration. If we are going introduce our students to the world of possibilities, we need to make sure that we are acquainted with the terrain.

I would love to give my students an A and differentiate my instruction to better meet the needs of my students, but the system that I work in doesn't support that goal. It is wrong to tell a student to seize the universe of possibilities and invent his own path to success, when there is a big bad test at the end of the year that is going to determine whether he passes or fails. We simply need more options in our system to allow students more control over their future and the opportunity to experience the universe of possibility. We need to re-think the rules and create some new possibilities.

My response

Anne,
I could not agree more. Our high school is beginning the process of moving towards standards-based grading, where students must be assessed using the standard. Many teachers are in an uproar because it is very difficult to assign a letter grade to demonstrating a standard. I think about it in my classroom. Can the student multiply multi-digit numbers? Yes. Do they get an A? Sure. Our system needs to get away from assigning grades and into giving every student educational opportunities to succeed.

Wk 2 Reflection on Reading

How will I be a contribution today?

Sometimes I feel like I contribute to the world just by showing up for school every day. I am an educator who molds the minds of the future generations. But when I read this chapter, the way I show up is not always a contribution. I am a new mother and find that I do not get the most restful nights of sleep anymore. That means that the next morning, I show up to work with an air of impatience and tiredness. Did I contribute that day? No. The Art of Possibility has made me examine the attitude I put forth every day. It is not just about showing up. It is about making a difference every moment you have. There are some days that I do not want to make a difference. I want to be at home with my adorable 6 month old. I feel that it is on those days that I can make the most of the time I have with students. The days where I don’t want to be there are the days where I have great learning discovered. That makes it all worth it.

How are your thoughts and actions a reflection of the measurement world?

Another reaction I had to the reading was in the belief of the world. How I feel towards certain events in my life have shaped my belief on the world and what it can give me. My parents worked very hard when I was growing up. We always had food on the table and clothes on our back. It might not have been name brand food or clothing, but we were nourished and clothed. Seeing that model of devotion and sacrifice has lead me to try to do the same for my family and for my students. Sacrificing my personal needs for the needs of my daughter is like second nature. In the classroom, I try my best to teach my students work ethic and responsibility. I know that with my students, it will ultimately come down to their home life instilling the values, but I will try to get the ball rolling!

Wk1 Comment to Leah Frye

Leah's post

Frankly, I don’t think I will ever fully grasp copyright laws, however it is important for me to express my point of view from a creative, artist’s perspective.
Copyright is all about acknowledgment and value. Creative work gains intrapersonal value when it is acknowledged. Exposure to the work creates interpersonal value. The more who know about it, the more valuable it becomes and therefore extends beyond both intra and interpersonal and this is where copyright comes in.

There have been several instances that I have asked for permission to use creative work in my productions. I am one of those who want to believe that if I don’t gain monetarily from using visual or audio material, then I am free to use it for educational purposes as long as I give credit to the creator(as should be!). Although I have indeed asked for (out of respect) and have been granted permission to add other’s creative work into my production assignments, I know that after reviewing the videos that I have been in violation of copyright laws. I don’t see anyone suing me for my violations for offering examples of creative works; but, can you imagine how frustrating copyright can be for a visual arts teacher in this digital age?'

My comment

Leah,
Yes, copyright sounds very frustrating for a visual arts teacher! I'm frustrated and I teach math! You are right in saying that you should always give credit to the originator and that you shouldn't need to ask permission if you are not gaining anything from it. I think that in the world we live in with the internet at our fingertips, if you put something out there, then you should expect that someone may copy it or use it.

Wk 1 Wimba Reflection

In reviewing the videos and the wimba archive, I am getting extremely excited to put together my AR website and the abstract. Along with feeling excited, I am also a little nervous. This ARP is like my little baby. It has grown and changed in the span of 1 year. I started outoriginally wanting to try and track student motivation, but found that futile in that motivation cannot be quantified. Now, I have completed the cycles and am evaluating my data to measure the results. My baby has grown into something I am proud of.

The wheels are turing in my head about the Leadership Project. My ARP has stirred up many feelings I have about education, what it can be, and

where it should be headed. Math has always been a subject area where teachers have struggled to let go of the old rote methods for solving problems. My ARP had successes in giving students new technologies to learn graphing concepts in a unique way that they retained. I know that I would be able to write an article on that very fact. We shall see where the road leads.

Wk 1 Reflection on Copyright

I am overwhelmed by the topic of copyright. We are living in a world where creativity is valuable and should be protected. We are also living in a world where people will cheat and steal others creativity and claim it as their own. In a world where plagiarism is as common as a Starbucks drink on college campuses, laws are being put into place to try to protect those individuals that have worked hard to get their ideas declared as their own.

The videos Good Copy/Bady Copy really got me thinking. Sampling is a music style that I enjoy. I even use samplings of music when I make movies for my classroom or for my own personal uses. Does that mean that I need to go through court proceedings to give those artists their due? No! I pay for that song that I sample with my own money. I remember when “The Grey Album” came out and all the controversy that surrounded it. I was surprised to find out that the artist never made any money off of his “art project.” For his creativity, he deserved SOMETHING. I may be naïve, but creativity should be rewarded and protected.

Wk 1 Comment to Meghan Basset

Meghan's post,

"Being an Art Teacher, I always worry about my students copying work. In fact, one of my 4 rules in my classroom is no copying or ‘borrowing’ previously created characters. I do allow my students one project where they can use what they want, but that doesn’t get published anywhere.
The film brought up a great point when it comes to music. I sometimes hear a song and could swear I had heard it before. At times I have taken the time to think about it, at pinpoint what part of the song I recognized in the other song. They use such similar elements that it has to be so complicated to make a copyright infringement decision.
That being said, how much more recognizable would our work be, and how more into our work would our students be, if we could use samples of music that they can relate to? Not saying we should or could use them, but I think as far as education goes, it would be extremely useful if we could. For my screenflow videos, I use the tools taught to me in Music Theory and try to create my own music. In theory this is a great idea, but it’s time consuming and not always what I want.
I have to look a little more into artwork copyright laws at least for my students sake. My students aren’t obviously trying to steal anything from other artists, but are trying to emulate them to learn their techniques."

My comment,

Meghan,
I tend to use music samplings in videos and projects I do with my students and don't think twice about it. The videos on copyright and fair use got me thinking along the same lines that you are. Why can't we use this music if it is educational and helps us identify with our students? Making our own blips IS time consuming. Why recreate the wheel?