I have been charged with training my faculty on Windows 7 and Office 2010 when school reconvenes in August. If you are familiar with one or both, please share something you think it’s important for users to learn.
For Windows 7, I am already thinking the new taskbar and folder structure will be critical, and for Office 2010, the ribbon, but I haven’t spent a lot of time thinking about the training from a variety of angles yet. photo credit: Dom Dada
I am submitting a presentation proposal for NCTE 2011 on teaching the hero’s journey. I think the presentation would work well with the conference theme of “Reading the Past, Writing the Future.”
If you are interested in and knowledgeable about the hero’s journey, archetypes, and the like, I would like to invite you to present with me. If you are interested, please leave a comment or contact me via email on the contact page. We can talk further from there.
Update: Thanks for your interest. We have a group. Cross your fingers for us that our proposal will be accepted.
Before Thanksgiving, I turned in my final portfolio for the Instructional Technology Master’s program at Virginia Tech. Once I receive word on how I did, I will share the portfolio here.
Turning in my portfolio was the last thing I needed to do to complete my degree. If it’s accepted, I’ll have a master’s degree. I am happy to be finished, and I feel the portfolio was a great way to show what I’d learned. I do wish that my program had worked in opportunities to build the portfolio throughout the coursework rather than just at the end, but in the end, I think I did learn from the program, particularly during the last three semesters when I took Multimedia Authoring, Project and Report, and Portfolio Evaluation. I had a truly great learning experience in Multimedia Authoring. I learned how to use Flash and built a little grammar game. My instructor for that course was the best instructor I had in the program. Project and Report was great because I was able to create my own project, and I learned a great deal about manipulating digital audio and video and the Fair Use doctrine of copyright law. Assembling the portfolio allowed me to reflect on my learning. I have already begun using some of what I’ve learned at my school as a member of the Technology Committee.
On an unrelated note, I have been meaning to share a former student’s new blog with you for some time. Jake was an absolute pleasure to teach, and I enjoy seeing what he’s up to as he makes his way in college and the world. I was really pleased that Jake not only felt comfortable sharing the blog with me, but also with my sharing it with you. Jake’s an amazing photographer, and I’m very proud of him. Hope you enjoy it!
If you want to explore the UbD Educators wiki (Understanding by Design, ® ASCD) for a variety of resources, feel free to check it out. You don’t have to join to lurk; you have to join to contribute your own work.
Links to my previous work aligning Folger methods with backward design:
In a couple of days, I’ll be Orlando-bound. I’m presenting on authentic assessment in Shakespeare with the Folger Shakespeare group. I do feel like a part of a family with those folks. If you want to check it out in person, come see the presentation on Saturday at 9:30 in the Yacht and Beach Club/Grand Harbor Ballroom, Salon South. It’s session G.46.
Some time soon, I will be posting my presentation and any accompanying handouts, etc. here and at the NCTE Ning.
If you’re looking for ideas for teaching Shakespeare, you should attend the Folger Shakespeare Library’s sessions at NCTE. Folger will present five sessions, but you need not attend all five:
A.44, Friday, 9:30-10:45; Shakespeare Set Free Act 1: How Pre-Reading Strategies and Activities that Focus on Language Will Ease Your Students into Shakespeare. This session will briefly introduce teachers to the philosophy of the Folger Shakespeare Library and then will focus on a variety of dynamic pre-reading activities. Presenters: Mike LoMonico, Susan Biondo-Hench, Kevin Costa.
B.45, Friday, 11:00-12:15; Shakespeare Set Free Act 2: How Getting Students on Their Feet and Working with Shakespeare’s Language is Easier than it Sounds. Getting your students up on their feet is an essential way to engage them with Shakespeare. The presenters will demonstrate a variety of activities to ease the transition from seat-based learning to performance-based learning. Presenters: Robert Young, Julia Perlowski.
C.43, Friday, 12:30-1:45; Shakespeare Set Free Act 3: How Internet-Based Web 2.0 Tools Can Get Your Students Closer to Shakespeare’s Texts. The presenters will demonstrate several Web 2.0 activities for teaching Shakespeare developed with the Folger Library. Attendees will be given tech tools to assist students in a close reading of Shakespeare’s texts. Presenters: Mike LoMonico, Scott O’Neil, Chris Shamburg.
F.48, Saturday, 8:00-9:15; Shakespeare set Free Act 4: How to Use Film and Video in an Active Way to Connect Your Students and Shakespeare’s Plays. We all use film when we teach Shakespeare. This session will demonstrate how using YouTube, viewing multiple versions of the same scene, and creating video trailers can make film an active rather than passive experience. Presenters: Robert Young, Joshua Cabat, Mike LoMonico.
G.46, Saturday, 9:30-10:45; Shakespeare Set Free Act 5: How to Create Meaningful and Authentic Assessments for Your Shakespeare Unit. As your unit winds down, you look for activities that go beyond making Globe Theater models out of popsicle sticks. The presenters will demonstrate several strategies that employ higher-level thinking to evaluate students. Presenters: Mike LoMonico, Dana Huff, Robert Young, Carol Kelly.
Yes, I’m presenting that last session, and it would be nice to see friendly faces, so please do come.
If you work with teacher candidates, you might also enjoy session M.39, Sunday, 11:30-12:45; Teaching Teachers to Teach Shakespeare. The panel will present their philosophy and some practical tools for integrating the teaching of Shakespeare into pre-service English Methods courses. The speakers will focus on current best practices developed by Folger Shakespeare Library’s Education Department and teachers who they have worked with. Presenters: Robert Young, Mike LoMonico, Glenda Funk, Peggy O’Brien, Rick Vanderwall.
You know how you’re supposed to visualize where you want to be 1, 5, 10 years from now so that you can plan how to get there? I’ve been thinking about what I want to do professionally.
In one year’s time, I will be finished with my ITMA degree. I don’t have any desire to change schools, but I would like to start thinking about teaching or co-teaching some technology courses in addition to my English courses. I’m not sure if that will work because my schedule depends on the needs of my school.
In five year’s time, I hope to have begun the process for becoming a National Board Certified Teacher. I know it’s a difficult process, and I also will not be compensated any extra amount of money for doing it, but I would like to have the certification that says I could teach anywhere in the States. I would also like to have begun work on a professional book, but I admit I’m not sure what it would be about. I definitely need to do something with the novels I’ve written. Sigh. That takes a lot of time, and I don’t know how to go about it. I need an “in” in the publishing industry. Know anyone?
I can’t think ten years down the road at the moment, aside from a very strong desire to be able to do more traveling.
The first thing I thought when I woke up this morning is that I didn’t have to work on the project today because it was finished. I am hoping to enjoy the last couple of weeks of my summer and not work on anything. photo credit: ThisIsIt2
For my ITMA project today, I did quite a bit of playing around in Audacity and GarageBand. I have made a few podcasts, but I haven’t honestly played around with the software beyond recording and editing. I wanted to learn how to add music tracks to podcasts and how to diminish the music so it functions like an introduction.
Both programs allow you to add music and diminish it, but it’s much easier in GarageBand, and it’s also much more intuitive. I found I really liked GarageBand’s interface, too. I know that Audacity is free and available on multiple operating systems, whereas GarageBand is $79.00 as part of iLife ’09 and only available on Macs, but I would go as far as recommending using GarageBand over Audacity if you have a Mac. Everything I tried to do was just so much easier, and I had more options.
If you want to see what I’ve done so far with the podcast lessons, you can check out my work. I’m not done.
As of today, 98.25 hours on this project as a whole (150 hours required). I want to try to finish before I go on vacation in mid-July.