Creating Self-Importance

I've been away, for longer than I like, from posting. I've been reading, but time to write has been limited.

I've been coaching our middle school track teams. Our boys went undefeated, with 4 school records broken, and our girls finished first in all their meets except 1 - against a great private school team in Chattanooga. Anyway, my evenings have been busy -- and fun. But I haven't had the time to blog.

I was also notified last week that I get to return to the classroom to teach 7th grade Social Studies next year. I'm looking forward to it. Middle East, Africa, Asia - History, Geography, Economics, and Culture. I've already started compiling my resources, finding websites for WebQuests and Treasure Hunts. Thanks to my Twitter/blog friends for the congratulatory notes. It really means a lot to me.

But I've been reading my feeds. Blogging, to me, is active reading. I write about what I read. Occasionally I'll have a post that derives from personal experiences, but mostly I reflect, and use the information as raw data (D. Warlick).

So here's my favorite reflection of the past week or so.

Jon Becker (much like Tim Holt last summer) posted to his blog that he feels left out of the inner circle. He then gives his evaluation of the inner circle members - Will, David, Wes, Vicki, Dean, Stephen, and Chris.

[Hey Tim, If you're reading this - there doesn't seem to be a big change from last summer in the buffet :-) -
Yes, there are a few Hispanics and there are a
few women, but for the most part, the dinner is being hosted by white
guys. And it is being hosted by middle age, middle class white guys.
Still feel like coming to dinner?]

So, what's my point? Simply this, and most already know this - I did it too. If you want to get noticed, drop some serious blogger names. As Scott says - quoting Seth -

[They] don't care about you. [They] care about themselves.

Jon, you have gotten several people who have noticed you because of your thoughts. You are figuring out how to make yourself known in the information economy. Either praise the people who have gone before you, or criticize the ones who have gone before you. [They] will notice - and respond! I didn't know about you until I read Scott's post. Dr. McLeod gives very good advice, and does it consistently.

So Jon - Here's my advice. You now have an audience. Many of the people whose names you included in your post have responded, and in doing so, they have given you an audience (that's how I found you). Now for the hard part: What will you provide to keep us coming back? You have invited yourself to the buffet. You have knocked on the door to the inner circle. You have made your presence known. You have said, as all of us have, "I am somebody. I am important in the conversation."

What will your role in the conversation be?

Blogged with the Flock Browser

Which Do You Think Is Occuring?

"Liberty without learning is always in peril; learning without liberty is always in vain." - John F. Kennedy

This was one of the Quotes of the Day today.

Larry Ferlazzo mentioned Scott McLeod's 6-word motto contest today. As Larry said...

There were a number entries, including some that were really quite
funny (and insightful). However, it was disconcerting to see that, with
just a few exceptions, most were pretty negative.

So, I ask, where do you think we are?

Liberty without learning or Learning without liberty...

Or perhaps I could ask...Are we in peril or is our learning in vain?

Or, was Kennedy wrong?

If I was grading, I would include - Explain the reasoning for your answer. ;-)

Blogged with Flock

Students Learn What They Want To Know

Last week Scott McLeod referenced Michael Wesch's 2-question School vs. Learning poll:

1. How many of you do not actually 'like' school? (probably many hands)
2. How many of you do not like learning? (probably no hands)

As I said last week, I would visit as many classes as possible to test the concept on middle school students.  Here are my results:

Number polled = 121 6th graders, 82 7th graders, 164 8th graders -> 367 total
Method - I asked only for a show of hands, so peer pressure may be present in the results.  I gave no reason for asking the questions before I asked them, but after the poll, I let them know what I was doing.

Results -

• How many like school = 6th grade = 47, 7th grade = 14, 8th graders 21, Total = 82/367
• How many like to learn new things = 6th grade = 113, 7th grade = 71, 8th grade = 121, Total = 305/367

What does it mean?  I'm not sure, really.  I don't want to really do the statistical analysis, I'll leave that to people who want to do thesis work.  What I do know is that it confirms my decade-old maxim - Kids will learn what they want to know.  So do adults.

The problem, as I see it, is that what we are told to force-feed our students is not in line with what they want to learn.  I think Prof, Wesch needs to add a third question, "What do students want to learn?"

The pessimist would say students are lazy, and they really don't want to learn anything of value.  The optimist would say students, when given the opportunity to create their own curriculum, could effectively learn anything schools would require and so much more practical material.  I would venture a neutral view that somewhere in the middle is the truth.  [I know, that's a big cutting edge, risky assertion on my part ;-)].

A post-script: I was asked to talk to a group of gifted students in a Language Arts class.  They are writing a research paper (MLA style) and their topic is WWII.  The teacher asked me ways the students, in groups of three, could use computer software to write a single paper.  I suggested Google Docs as a way to do this, so I went to the classroom to demonstrate the use.  Once an account was created (teacher's acct.) I was "invited" to share the document.  I went back to my office and participated in a mock collaboration with one of the students (still in the classroom) to show the class how they could use this tool at home, in class, or anywhere they were on different computers to complete their paper.  The student's computer was connected the the classroom TV so all could follow along.  HERE'S THE KICKER... As I was in my office, I made the mistake of writing a missive that further explained the potential of using Google Docs.  Keep in mind, none of the students had seen this program before...I got a response in the Doc, "Mr. Murry, we get it already.  It's not that tough to figure out."  I smiled at my computer screen, and wondered how many times students felt like they could tell a teacher, "Look, we get it already.  Can we do something important now?"  That is the difference between school and learning.  I'm glad I got to learn from the students.

Blogged with Flock

Edublogger Survey - Nearly Painless

Dr. McLeod's survey is back this year. He is hoping for at least 320 edubloggers to respond. Will you be one? Will you miss out? Oh, c'mon, you know you want to! It takes less than 20 minutes, if you have to think. If you don't have to think, it takes less. I took about 30 minutes, because I had to reheat my coffee. :-)