Train-the-Trainer Podcasting: Good to Go!

I've been attending the Classroom Walkthrough Train-the-Trainer, and today we became quite confused about the process of one of the activities we'll be expected to facilitate. I asked our trainer if he wouldn't mind being videotaped on Monday in a "replay" of that activity, and he said he'd be glad to repeat the process while we tape him. To make a long story short, we're going to tape the activity and turn it into a podcast all of our walkthrough trainers can access. Also, since we are attending this training with Dade County staff as well, we will then be able to share our podcast with the Dade walkthrough trainers. So, we're doing "double duty" as we not only use the podcasts to enhance our own delivery expertise, but as we also spread our podcasting vision beyond Broward County!

How Has the Literature Search Contributed to My Study?

At this point, the only "literature" I've read ABOUT iPod use has been the Wall Street Journal article (title: The Boss Puts the iPod to Work" ). But that article has proven to be quite powerful in terms of my thinking about how to apply iPod technology to staff development. One approach is to build capacity within our department when it comes to delivering the Application level trainings of our "High Yield Stategies" offereings. This is because there are a lot of modeling and metacognitive pieces to these sessions, and sometimes it takes a while to become more comfortable with articulating one's thinking (in the form of a think-aloud). Another possibility may be to offer video vignettes to participants so that they can review what they have seen. Since the Application level of High Yield Strategies (along with our soon-to-be-developed High Yield Focus Modules) zero in on processes, what better way to review a process seen at a workshop than to have access to video podcasts (from the workshop) that demonstrate these processes. Participants can then review what they want -- whenever they want it.

My AR Question

Here is my AR Question: How can iPod technology be applied to the curriculum mapping process when utilized as a vehicle for helping our clients to align classroom literacy activities with state standards across all content areas?
At the present time, I'm learning all I can about the process of curriculum mapping because it is seems to be an effective way to help us work smarter instead of harder when it comes to preparing our students to meet rigorous content standards applied to REAL curriculum content. Publishers of test prep stuff may not be happy with my focus, but it has been my experience (at Nova Middle when we followed Heidi Hayes Jacobs's mapping process in creating our Reading Dept. maps) that mapping frees teachers to feel confident that what they are doing aligns with district and state expectations while giving teachers the freedom to choose selections and strategies with which they are most comfortable (reminds me of the Way of the Beaver).
IPod technology has the potential to fit into this process in a number of ways. First, schools can view parts of the process in action in the form of podcasts. Then there is the potential for accessing podcasts from ASCD and other organizations that can help us continuously learn more and apply our growing knowledge to our maps (maps are dynamic and not static). Since curriculum mapping IS a process, I think that viewing that process is an important part of assisting our clients in learning how to map -- and in the follow-up to any mapping workshop -- potentially much more effective than just reading about mapping or attending a training alone. I am reminded, once more, of the Oct. 25th Wall Street Journal article entitled "The Boss Puts The iPod to Work" where iPods are used as a staff development tool. So, that's where I'm going with my action research.

Thoughts for a Short Week

I've been out of town, so this has been a short week (holidays Tuesday and tomorrow). However, at my High Yield Application workshop this morning, one of the participants had a private conversation with me about the power of video in showing teachers modeling pieces and what it looks like to explicily teach a strategy to students. We talked about having some of the modeling pieces in our trainings videoed (like David Hyerle did in his Visual Tools materials).
(Note to self: I need to look at our video camera with a serious eye to seeing whether it has the mic and the firewire and, if it doesn't, then I need to find one that does (so I can get moving with this aspect of podcast staff development).

QUESTION: Can Blogs be used as Asynchronous Learning Communities?

We're currently working on a series of 3-hour high-yield strategy training modules that will be delivered at school sites. We would like to incorporate a learning community follow-up activity into each 3-hour module; however, considering the challenges often involved at the school level when trying to get a group of teachers to all meet in synchronous time, we have begun to think about the possibility of formatting a blog space for the specific purpose of hosting a cyber learning community. Any thoughts or suggestions on how to structure the blog or how to ensure quality participation? Thanks. :-)

Envisioning iPod Uses

Today's Elluminate meeting enabled me to evolve my thinking about iPod use. Up until now, I was only thinking in terms of taking video clips myself, editing them, and using them to teach others. Well, perhaps down the road, after I learn more about the how-tos of that aspect of the technology, I will be able to do just that. However, for NOW, I plan to use my iPod to inform my own research, starting with some of the John Merrow podcast. Thank you, Tanya, for sharing that podcast with me yesterday. I've now got 5 podcasts on my iPod to view. And I plan to look into the little attachment (from Radio Shack) that will let me play my iPodcasts on a TV.

How can an electronic blog format be used to facilitate professional collegiality as we conduct our individual action research projects?

I just spent the last couple of hours working on a PowerPoint silent "movie" that shows some samples from a journal that Tanya wanted me to share with you. I still don't have all of the bugs worked out yet (some of the pictures I took in Mac's Photo Booth came out reversed; others did not), but maybe I can share the results with you on Thursday afternoon when we meet to discuss journling options. I came up with an essential question related to our blog journaling efforts: How can an electronic blog format be used to facilitate professional collegiality as we conduct our individual action research projects? The answer is ours to construct and evolve as an action research community as we go forward together.

Not Going to Atlanta

Today I learned that the Curriculum Mapping trainer came down with pneumonia and my Atlanta workshop was cancelled. So, I'm staying in Fort Lauderdale. I've been experimenting with PowerPoint movie capabilities and hope to create a simple Action Research vignette soon -- just as a start. If PowerPoint movies can be played on iPods, then this could open up some additional possibililities. Also, I wonder if that little camera I have -- attached to my Apple desktop -- can be used to make mini-lecturettes, perhaps with some of Randee's video clips included (a movie within a movie, so to speak). :-)

Curriculum Mapping: Another Action Research Opportunity

Here's another Action Research question I'm working on in conjunction with curriclum mapping at Nova High: What impact will a focus on aigning literacy skills with World History content have on the number of students who are eligible to enroll in AP social studies classes by the end of 10th grade?
Nova High would like to see more of their students have an opportunity to take AP social studies classes -- especially in their junior and senior years. The main criterion for determining eligibility is students' performance on the FCAT, where only those attaining a Level 3 or higher on the FCAT may be considered for placement in AP social studies classes. At present, literacy strategies as measured by the FCAT are not directly addressed in 10th grade World History classes, even though such straegies are considered by the social studies teachers as important for students' academic success (and it is assumed that students come to class with such strategy proficiency intact). So, through the process of mapping, we hope to work on finding ways to "marry" World History content and literacy processes to match Nova High School's Instructional Focus calendar -- and we plan to track the literacy achievement (and consequent AP eligibility) of the 10th graders after this alignment and implementation have taken place. This may be a 2-year project, but we plan to get underway when I return from a Curriculum Mapping training in Atlanta next week.

iPod Discoveries

I got my iPod today, and Tanya was kind enough to "hold my hand" and get me started. I had been reluctant to attempt to use this technology before, and perhaps I represent at least a small number of professionals who have avoided iPods because not knowing how to use one can seem intimidating. How many professionals are missing out on a wealth of information simply because they haven't found a colleague who could "buddy up" with them and build their confidence?
Thanks, Tanya, for getting me started today. And thank you, Randee, for setting up my blog page. I have only just begun!