January 27, 2007 by jmmblake.

I have been using Moodle and video or audio clips in my science classroom for some time now.  I found a perfect example at Dr. Scott McLeod’s blog Dangerously Irrelevant. His 7-step (60-90 minute) “unit” got my attention. It utilizes Re-useable Learning Objects.  In Moodle, it is important to create lessons that save time anywhere you can.  

He combines .pdf files, a slideshow from the Fischbowl, an original slideshow, a podcast, and a viral video. He can re-use these materials in future contexts, but more importantly, he posts them to the web and invites others to use them. That is the power of re-usable learning objects of the digital kind.

What could we blend as resources for a lesson on cell mitosis or math or geography?

Dangerously Irrelevant: 100% proficiency on old skills?

100% proficiency on old skills? Here’s something if you have a 60- to 90-minute block of time with educators… 100% Proficiency on Old Skills? A Candid Conversation About the Demands of NCLB and Preparing Students for the New Economy

• Step 1 - download the handout (jot a few notes)
• Step 2 - watch Did You Know? (6:05) (become a little overwhelmed)
• Step 3 - see the slides and listen to the podcast (not available on our schools network because all .mp3 files are filtered and blocked- #$%& it (34:20)
• Step 4 - watch (YouTube.com) The Human Network (1:32) (remain hopeful)
• Step 5 - start discussing
• Step 6 - hand out either the short version or the long version as a take-away
• Step 7 - share widely! P.S. This presentation is better than the one I did last week.

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January 24, 2007 by jmmblake.

My question - Will this impact the use of Moodle in schools? 

Search Results - THOMAS (Library of Congress)

S.49
Protecting Children in the 21st Century Act (Introduced in Senate)  It is BACK….

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January 22, 2007 by jmmblake.

Here are a couple of ideas that were tossed out to participants at the NC Science Blogging Conference.  The ideas are courtesy of Janet Stemwedel, scientist, blogger, and global thinker.

• Conversations we need to have, and how blogging can help us have them.

• Community and communication as key ingredients for human flourishing.

Image yourself at a open house or a social event in your town.  Educators and non-educators are invited.  Standing near the back wall, is Sarah B, an teacher with four years experience.  Up walks a another party goer and it happens: The spinach dip blow-off.  “What exactly is it you do?” Sarah says hello nice to meet you, my name is Sarah and I a science teacher … with …, which we prepare citizens with the skills for the 21st Century …”

“Oh.  Hey, is that spinach dip?”

Real communication: a conversation

• What do the others know already vs. what do I have to explain?
• What do they want to know, and why is it important to them?
• What do I want them to understand, and why is it important to me?
• What can they help me figure out?

Traditional educator communication:

• Peer reviewed literature (back and forth, long timescale)
• Conference presentations, workshops (back and forth, ephemeral)
• Press releases, newsletters (not much back and forth)

Teaching is a process, not just a product!
Knowledge production requires good communication with other educators.
(adapted from H.E. Longino, Science as Social Knowledge, 1990)

• Helping non-scientists understand what educators know and how they come to know it is a good thing (and also requires good communication).

This sets up a big question: Why would an educator blog?

• Back and forth on a short timescale (through comments, discussions on other blogs).
• Less ephemeral than non-virtual conversations.
• Potential to involve people from many backgrounds and many places.

Conversations in the blogosphere in edublogs that might not be happening otherwise:  I call this topics to blog about…

Educational conversations

• Cool new findings
• Dispelling common misunderstandings
• Sharing of pedagogical strategies

Political conversations

• How literacy bears on political choices
• How politics influences conditions for the practice and teaching of the curriculum

Conversations about education literature (scholarly and popular)

• Educator-to-educator “educanese”
• Explanation of scholarly papers for non-educators
• Commentary on school issues in the news

The virtual teachers meeting (or virtual teachers lounge)

• Discussion of projects in progress
• Sharing Lesson Plans and strategies
• Commentary on recently presented test scores

Conversations about the tribe

• What is it like to be a teacher in a particular subject or grade level, work setting, extracurricular duties, geographical location, etc.?
• Is there anyone else like me?
• How could things be different?

What makes blogging a different kind of conversation?

• Ability to build a virtual community in the absence of critical mass for a “real” community.
• Audience of the willing.
• Option to control disclosure of personal details.

What makes blogging a different kind of conversation?

• How do I deal with my “real” environment?
• Who’ll read this?
• Echo chamber vs. pitched battle
• Who’s an authority?
• What if I get dooced?

A real conversation gives you room to grow.

• Learn something new.
• Understand someone else’s point of view.
• Change your mind.

A real conversation gives you room to grow.

• Change how non-educators understand today’s schools.
• Change how non-educators understand educators.
• Change how teachers understand their own tribe.
• Expand our sense of community.

Get the ball rolling.

• Blog about something you know and are passionate about.
• Invite people you trust (from online or the meat-world) to read and comment.
• If you’re not ready for your own blog, participate in the conversations on blogs in your area of interest.

After listening and reflecting on these points, and looking at my blog posts, my blog really is a bunch of junk.  I need to refocus my blogging efforts.  Thanks Science Blogging Conference.  What do you think?

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January 22, 2007 by jmmblake.

While attending the NC Science Blogging Conference on Saturday, Jan. 20, 2007 in Chapel Hill, one question was asked by a participant: How do teachers know what they are teaching is accurate?  That question made me think about the idea of science literacy.  As I was going through my email account’s spam folder, I ran across this National Science Teachers Association email.  Why this email ended up in my spam folder is a different story.  In an effort to help science teacher current on crucial themes in the science field, this organization makes a concerted effort to inform its members of what is the truth.  When asked at the conference, my mind went blank.  Also, high school chemistry teachers can join the American Chemical Society.  They have a secondary educational division and a Kids Site

Teaching Science in the 21st Century: Part 5 in a Series from NSTA Reports

The fifth installment in NSTA Reports’ series is titled “Teaching the Nature of Science: Five Crucial Themes”. Written by Nancy Moreno, the piece begins “Many candidate races and ballot initiatives in the November 2006 United States elections highlighted science-related issues and debates. Stem cell research, alternative fuels, and climate change were topics considered in regional and national discussions. To understand and choose among conflicting viewpoints, voters needed to possess two aspects of scientific literacy: (1) comprehending science concepts and (2) understanding how science builds knowledge. Unfortunately, statistics compiled by the National Science Foundation indicate little headway in improving the second aspect of science literacy—understanding the nature of science. In 2004, for example, only 23% of adult respondents could correctly ‘explain in their own words what it means to study something scientifically’ (NSB 2006).”

This series offers opinion pieces by many of the leaders in science education today. To read the fifth installment in the series, visit http://www.nsta.org/main/news/stories/nsta_story.php?news_story_ID=53152. To find out more about the book by the same name that inspired the series, visit http://store.nsta.org/showItem.asp?product=PB195X.

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January 18, 2007 by jmmblake.

Focus:     The focus of this years Institute is threefold:
 implementing the 2004 NC Standard Course of Study, the High School Exit Standards, and Science and the Graduation Project.  We will share materials for Biology, Chemistry, Earth/ Environmental Science, Physical Science, and Physics for both standard and honors courses. Assessment will also be addressed.  

School districts are encouraged to send a TEAM of teachers and a science supervisor representing the different high school courses with the expectation that these participants will provide updates for all science teachers in their district.  Smaller school districts may wish to cooperate to send a regional team.   

Setting:     The Science Leadership Institute will be held at the Riverfront Convention Center in New Bern, NC.  Situated on the shore of the beautiful Trent River, the convention center is a modern, comfortable, and picturesque venue for this year’s Institute.  A map and directions are available with general information about the area found at www.visitnewbern.com and www.newbernconventions.com.  Dress is informal and participants might want to come prepared to participate in science activities including some optional outdoor field activities.  (Bring sunscreen, bug repellant, good walking shoes, etc).  The indoor rooms can be chilly– please bring a sweater or light jacket for air-conditioned rooms as layering is usually the best option.

Accommodations:  Participants will be responsible for securing their own accommodations.  A list of hotels, contact information, and rates follows.  Most are within walking distance from the Riverfront Convention Center.
  
Cost:        $300 per participant (includes materials, all meals and breaks except Tuesday dinner)
        NO REFUNDS will be given.
       
Substitutions:       Substitutions of one participant for another will be accommodated.  Please call Susan Hart at 919-807-3846.
 
Registration:    Please fill out the attached form and submit by the deadline:  JUNE 15, 2007. 

Make checks payable to the North Carolina Department of Public Instruction and send check and registration form to:

Cash Management Section
6336 Mail Service Center Raleigh, NC  27699-6336
Please include code # on check: 0801 43560000008 200021960

For questions about registration, call Susan Hart at  919-807-3846.

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January 18, 2007 by jmmblake.

Join us at the upcoming FREE workshops:

“The State We’re In: Science, Citizenship and the Effects of Environmental Toxins in NC”
(for high school teachers)

“Connecting Health and the Environment: Lead, Asthma and Managing Risk”
(for middle school teachers)

Tuesday, March 27, 2007
8am - 4pm
Charlotte Convention Center

Society of Toxicology Annual Meeting
Learn strategies for increasing students’ understanding of environmental health risk, environmental toxins and the relationship between scientific data and human judgment.  Teachers will receive copies of environmental health curricula, correlated to the NC Standard Course of Study.  License renewal credits, travel reimbursement and substitute teacher reimbursement are also available. 

The following partners are providing the workshops:
    Community Outreach and Education Program, Center for Environmental Health and Susceptibility, UNC Chapel Hill
    Society of Toxicology, K-12 Committee
    UNC Charlotte Center for Mathematics, Technology and Science Education
    NC Office of Environmental Education
    DESTINY Traveling Science Learning Program, Morehead Planetarium and Science Center

Promotional flyers and a registration form are attached.  The registration deadline is February 23, 2007.  For more information or to register online, visit: http://cf.unc.edu/cep/erp/registration/march2007/index.cfm.

We hope to see you March 27!!

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January 18, 2007 by jmmblake.

The North Carolina School of Science and Mathematics Distance Learning Technologies presents a workshop via videoconference

What is computational chemistry?
Computational chemistry, also known as molecular modeling, is
the newest method of doing research in chemistry. Computational chemistry uses computers to build molecules and calculate a wide variety of properties and reactivities about those molecules. North Carolina is the only state to have a dedicated high performance computer available to pre-college students and teachers in computational chemistry. This workshop is funded by the Burroughs Wellcome Fund and the North Carolina Science, Mathematics and Technology Education
Center.

Program Description: Explorations in Computational Chemistry is a 15 hour workshop via videoconference
designed for both teachers and students with a strong interest in chemistry or molecular biology. The workshop
consists of eight (8) 90-minute sessions for students and teachers. Teachers can take an additional two (2)
90-minute sessions to learn about classroom integration and support for research activities.

Workshop instructor, Robert R. Gotwals, Jr., will teach participants the technologies, techniques, and tools of
computational chemistry, including the underlying methods, mathematics, and computer programs of computational chemistry. Participants will use the NC High School Computational Chemistry Server for their
lab work.

Pre-requisites for both students and teacher participants: chemistry, solid algebra background, comfort
with computers.

Costs: Instruction, computer access and all materials provided free of charge to all North Carolina pre-college teachers and students

Dates: each Thursday, Feb.1-April 5

Scheduled Sites: Kinston HS., Kinston NC; Davie HS., Mocksville; A.L.Brown HS, Kannapolis; NCSSM,
Durham. For additional sites, please inquire

Time: 3:45 to 5:15 pm

Teachers receive a letter of completion recommending 1.5 CEU for 15 hours of instruction. Optional additional
CEU credit may be arranged. Students receive a certificate of participation and a letter for inclusion in college
application packets.

For questions on workshop content, contact:
Robert R. Gotwals, Jr., Computational Chemistry Educator
gotwals@ncssm.edu

To sign up contact:
Peg Kirk at the Distance Learning Department,
North Carolina School of Science and Mathematics.
Phone 919 416-2632 Email: kirk@ncssm.edu

Visit the website at http://www.dlt.ncssm.edu/distance_learning

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January 18, 2007 by jmmblake.

From: Sanctuary.Education@willamette.nos.noaa.gov [mailto:Sanctuary.Education@willamette.nos.noaa.gov]
Sent: Tuesday, January 09, 2007 8:04 PM
To: National Marine Sanctuary Program Education
Subject: NOAA Teacher at Sea
NOAA Teacher at Sea

NOAA’s Teacher at Sea program is accepting applications from currently employed K-16 teachers.  The mission of the program is to give teachers a clearer insight into our ocean planet and a greater understanding of maritime work and studies, and to foster an interdisciplinary educational experience that provides a unique environment for learning and teaching. 

The deadline for applications is January 31, 2007.

http://teacheratsea.noaa.gov/

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January 18, 2007 by jmmblake.

Science, math, and technology teachers of grades 6 to 12 are invited to join us for our telecon-online workshops! In the first workshop, walk through an Earth Exploration Toolbook chapter and discuss ways to use Earth science datasets and tools with your students. In a follow-up second session, share how you used these materials in the classroom by describing the projects and activities that you carried out with your students. Dial in to a toll-free teleconference number and work with colleagues from across the nation. To take part in this opportunity, you need an Internet-connected computer and the ability to talk on the telephone at the same time. Attendees will receive a $120 dollar stipend for participating in the workshops, carrying out activities with their students, and completing online surveys.

To  view the schedule of workshops and register go to:
http://serc.carleton.edu/eet/workshops.html

FOR MORE INFORMATION, CONTACT:
Ragan S. Spain at (919) 807-3950 or (rspain@dpi.state.nc.us)

Ragan highly recommends that registrants sign up together with one or more colleagues from their school. We have found that when teachers work together, they can offer each other additional support both during and after the workshops.

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January 10, 2007 by jmmblake.

While strolling around the iPod accessories section at the Crabtree Mall Apple, Inc. store today, I noticed a very small lapel microphone almost on out of reach from the the floor. The company, Xtrememac was one that I had read about on a blog.  The box was labeled MemoMic.  I read the description on the package and it said “This product is compatible with all digital recorders.” Hum, could this work with my Belkin mic?  Last summer, I purchased a new iPod Video and a matching Belkin TuneTalk Stereo microphone.

Prior to owning the Belkin TuneTalk, I used my iMic with my 4th Generation iPod to record podcasts.  My students could not seem to get comfortable with the iPod sitting there.  I experienced the same blank stares from my students when I tried record them with the iPod Video and TuneTalk.  So, I tried using several different external microphones.  I tried using the Griffin Lapel Mic, and a Sony lapel mic.  They did not produce quality audio.  I can not describe the way they sounded.  Maybe I should make a demo of the sound.  You don’t have to believe me, try it yourself.  They just sound crappy. 

I left the Apple Store, and went to eat some lunch and returned to the store.  The store audio expert tried to explain how the MemoMic was designed to work the XtremeMac’s iPod recorder.  I just listened to his canned sales pitch and then after he had finished, I asked a simple question.  I asked him if the MemoMic  would work with my Belkin TuneTalk.  I am one of those customers that love to ask questions that stump the experts.  It must be all those years I spend running my sporting goods business.  Some customers must stay up all night coming up with questions to stump the employees.  I was not trying to “show off”, I just wanted to know if they had heard about anyone trying to use the MemoMic with with a non-Xtreme recorder.  I left the store with that question going round and round in my head.  I walked from one end of Crabtree Mall to the other to my truck in the parking lot.  I dug in my computer bag and located my Belkin TuneTalk and turned around and went back to the Apple Store. 

I walked straight to the XtremeMac MemoMic display, and a different clerk came up to me with one of their new handheld checkout devices that scans the UPC and lets you swip your credit card to complete the transaction.  I think the store clerk and audio expert must have seen me come in and ran to keep from having to listen to my crazy question.   Well,  I bought the MemoMic– BAM!  It would not have been the first or last time I have plunked down money on a tech toy that did not work.  I ripped into the box and plugged it into my TuneTalk mic attached to my iPod.  The first two test recordings did not work.  The audio level was almost inaudible.  Then, I noticed the TuneTalk’s gain switch on the bottom was in the off position.  Moving the switch to on, I tried another short recording.   It was very clear and crisp.  The background noise in the Apple Store was like a middle school classoom on Friday at 5 seconds after the bell to go home.  Well, not that bad, but close. 

I was very excited with the way the Xtreme MemoMic works with the Belkin TuneTalk.  I plan to use the device with my students this week to record some podcasts.  I will link to them when they are posted. 

XtremeMac iPod Audio Accessories: MemoMic™ for MicroMemo

Get crisp, clean recordings of your meetings, interviews and presentations

MemoMic™ is a professional-style microphone that clips to a lapel or shirt. This omni-directional mic is designed to pick up meetings, lectures, or any audio hands-free. It’s perfect for capturing every word into a voice recorder (like our MicroMemo™), video camera or through a public address system.

You don’t have to be a big shot to come across like one. Clip it on, plug it in and you’re all set.

* Omnidirectional
* Uses popular 3.5mm plug
* Ideal for voice recorders, camcorders, VoIP
* Inconspicuous 4-foot cable
* Extra windscreen and clip
* 90° angle mini-plug for comfort

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