dick+carroll,early+adopter



[] Questions to consider: > [] Resources :
 * Reflections from Aug to Nov.**
 * Social Constructivists -** Scardamalia, Bereiter, and Shirky
 * What components of Knowledge Building promote a deeper understanding of a topic or idea?
 * What principles of Knowledge Building have you incorporated into your classroom instruction?
 * Which form of knowledge building (individual or social) do you think will be more common in the 21st Century?
 * [|http://activitiestypes.wm.edu]
 * []
 * []
 * [|Institutions vs. Collaboration]

‍Step 3 -
Group Think: .JERB- Deep Thoughts Student tutorials on how to create a video PROTOTyPE FOR NEXT STEP Create lesson plans for next step How to create video--show last video
 * Student created videos
 * Flipping the classroom though the use of student created videos
 * Both Ap & Pr Ap classes
 * Regicidies (The killing of a Monarch)
 * Create rerubrick w/class
 * Create self assessed script of their progress

Deep Learning: How to increase total productivity and indiviual performance by creating a sustainable competitive difference. This past years learning experience with technology: Slowly, awaking, frustrated, revelations, realization, triumphal

Early Adopter: Inquiry & Design Challenge

 * Group interaction to slove problems
 * The why behind the why?
 * Things that are pelasurable are rewarded, thing that are painful are ignored

Destination Postcard: RWC

Name: Ricard Carroll


 * Campus: Stratford
 * Grade Level(s):12th & 10th
 * Discipline:AP Euro Hist, Pre-AP World Hist
 * Topic: French Revolution Student Viedo
 * Draft a focus question and subquestions, that include student learning, and be prepared to revise these throughout the challenge How will the student learn the various view points of the competive power interests of the French Revolution during the making of this video? Will the students be actors or will cartoons do the acting? Will the students have the resources to make this video?
 * Search for existing resources (articles, websites, blogs, videos, etc.) - post below and be sure to add them to your campus Diigo
 * Jigsaw notetaking and sharing of resources
 * Individually, design a student resource, activity type, or project to try in the classroom over the next month to test. Then, get feedback from partners.
 * Try out resource, activity type, or project during the month(s), documenting plan, process, execution and reflection and collect student work samples.
 * Focus Question:
 * How will the student learn the various view points of the competive power interests of the French Revolution during the making of this video? Will the students be actors or will cartoons do the acting? Will the students have the resources to make this video?
 * Will this engagement in the creation of this project enhance the student's learning and provide deeper understanding of the causes and effects of the Revolution on Western Europe.


 * An Opportunity in Overalls**

How is your journey like that of a storyteller? Of a researcher? I look at this project as a researcher who is telling a story.

What question did you start out to find answer(s) to? struggle was a major factor in the developement of the French Revolution and religious conflict lead to the English Revolution.
 * What tweaks, edits, modifications have you made to your focus question? The students will understand how class
 * What question(s) remain? The technical questions of what type of equipment to use in the telling of the story
 * We have changed our focus just to cover the French Revolution and have completed our video.

I have learned thateven AP students are not at the same level of competence in producing a video and I feel inadequate that I can't help them on technological issues on how to produce their videros.
 * What new questions have surfaced as a result of your exploration this far? Do I look at this project as a "historical novel" or do I look at this as historical reserach. I am leaning towards telling this as a historical novel.

As a researcher:

What are you measuring?
 * What patterns are surfacing? The pattern that no Monarch is above the law and the concept of represenative government evloved from the religious conflict of the English Revolution. And as far as the French Revolution, some revolutions simply get out of hand and have to run their course. Now we are moving on to the Russian Revolution and the comparison between the two is very interesting.
 * A random but off tract point is that parents have requested to join wiki spaces and there is requests by students to have a written proceedure on how to get on to their wiki spaces.


 * What themes are emerging?
 * What does your data suggest?

As a learner:
 * Where have you allowed yourself to be vulnerable in this process? Several times I have had to tell my students, I don't know, but I will try to find out.
 * How are you allowing yourself, your professional learning to be 'seen'? This goes back to issues of the parents wanting to control and be on the wiki spaces with their children. I'm not sure I want to be seen.
 * In what way(s) have you found the courage to be 'imperfect'?
 * What //a-ha!// moments, elements of a 'spiritual awakening'/"breakdown" have you experienced? What might these insights suggested to you? In large groups, I've found that wiki spaces are harder to implement. I have also conducted a student survey on the implementation of wikispaces which yeild mix resultsas a result of the students apprehension to change.

What story is unfolding from your research?

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 * Initially I was very apprenshive about technology, and I felt significantly behind the curve. One of my major motivators for signing up for the early adoptor program was to expand my techological comfort zone in order to connect better with my students and to make the learning more realisitic to their learning.
 * I started using "wiki candy"( a test question) to entice my students to start their pages.
 * After the students were comfortable with their wiki pages I assigned student learning project to create a video on death of absolute monarchs.
 * There were three teams of four members each, and all of the completed the project successfully. I have a link a sample of their work at: []
 * The next project involved the student's blogging about the 1830's Revolution in France by viewing the movie "Le Mis"
 * and posting how the decisons made by the characters in the movie/play relate to every day life and what decisions they would make given similar circumstances.
 * My next major challenge will be to expand the use of wiki spaces to my larger Pre-AP classes.
 * My journey, is not done, but I beleive that we have made trenmendous progress toward implementing our technological goals.




 * [[image:http://t1.gstatic.com/images?q=tbn:ANd9GcR-NsjUEFVqe9xf_Zy1jpckkaX8Xf82RTug10SjVcloZRwpiXB8 width="229" height="220"]]
 * I'd rather do it myself

Resources:
 * [|http://www.youtube.com/watch?feature=endscreen&NR=1&v=t2Ecc1u55f]
 * []
 * http://balancedtech.wikispaces.com/Documentation+and+Reflection+Prompts
 * Inquiry - http://balancedtech.wikispaces.com/Inquiry

Activities: Round 1

Round 2

Round 3

Group though