Why I Love My School

I was crossing our main arcade a few minutes ago and happened to look up towards the office. Hidden behind the tallest stack of books I’ve ever seen was the smallest Freshman I’ve ever seen, inching his way down the hall. John Sisk, Custodian Extraordinaire, came out of a side hallway on his way to his next task that you or I would be loath to do but that he does regularly.

Without a beat, John shouted towards the well-hidden over-burdened boy, “You headed to 900?” The boy uttered what can only be described as a book-muffled “Yeah” as John approached him. By this time I was across the arcade and the pair were hidden from my view, but I stopped and waited. Not fifteen seconds later John and said boy passed by, walking side-by-side, sharing the oppressive load of academia that was previously the lone boy’s burden.

Thank you, John, for reminding me what it’s all about.

Failure Is Not An Option: It's Imperative.

This is a journal entry as part of my participation in the 3D GameLab Teacher Camp.


Prompt: How might a teacher apply even ONE characteristic of games and game environments (choice, progress bars, etc.)  to a typical unit or module of instruction?

Failure Is Not An Option: It's Imperative. 

Of all the various characteristic of gaming, I think the attitude towards failure is not only the easiest one to change, but will have the greatest effect on student performance. Think about the current classroom environment that is so focused on having correct answers that even teachers are cheating on standardized tests for students. There is no learning in knowing the answers: the learning comes with the attempts to find the answers. Let's pretend that the current educational environment will allow us to change this focus on "the right answer."

The classroom needs to become a place to fail, not to succeed. For games, the challenge of discovering the answer is why we play: why we fight that fight over and over, try that race again and again, or keep doing that puzzle until we've solved it. Imagine an environment where we marvel at the attempts, not the final grade. Teachers become tools for learning, not dictators and police officers.

I've written about this before, but in theatre, the very nature of rehearsal is failure: you try things, some work and some don't. You go back and attempt to discover more things that work... celebrating your successes, sure, but using the failures as food for more attempts. I'm pretty sure if we turned the classroom into rehearsal for "performance" on the standards, we'd be taking a step in the right direction.

Too Late to Educate?

This is a journal entry as part of my participation in the 3D GameLab Teacher Camp. This particular quest had me watch the following video and reflect in a blog post.

Too Late to Educate?

Watching David Perry's TED Talk helped me define a feeling that has been growing in my gut for about three years. If you haven't seen it and have 20 minutes, here it is:

To give you a little context, I'm 41 years old but have a couple of things going against me:

1. I'm a theatre artist. With degrees in Drama and Theatre Directing, I've been accustomed to the term "play" being a part of the fabric of my work and life. Communication is my forte, collaboration and performance-based assessment my norms.
2. I'm a high school teacher. There's a passage in Frank McCourt's book Teacher Man: A Memoir (that I'm going to paraphrase until I can listen to the whole thing and grab the actual quote) about how after you teach high schoolers for a while, you become one of them... you're sort of trapped in their thinking and world of communication. I've always loved and identified with that idea and I think it's helped me get through times when my "adult" friends don't understand why I'm not thinking about the world in the same way they do.
3. I hold three positions at the same school: Theatre Arts Director, Technology Coordinator, and Media/Tech Academy Director. I know, I know: "Just put down 'Teacher' and you'll feel better." Hardly.

What's happened lately is that despite my being "ahead of the curve" with regards to educational technology (and I'm reminded regularly: recently a national foundation asked to use my template from a popular Web 2.0 tool to help out their other members), I've been hit with bouts of melancholy with regards to my work. Nevermind that change happens so slowly in public education, nevermind that money and access DO have everything to do with it regardless of how innovative you are, and nevermind that we are moving forward despite all the challenges: 

We're too late.

That's not despair; I'm not that good a writer. It's just reality. My evidence? Anecdotal. Limited to my experience. But nonetheless relevant.

My acting classes are a hotbed of experimentation... of the technological kind. I try everything. How is it relevant? It's all communication, baby. I poll my students about things like what device they'd want to check out of the library instead of textbooks. Taking photos of things and tagging them properly is regular practice. Next month my acting students are going to make apps that collect information on their favorite performer so they'll no longer have to "Google" Justin Bieber and can learn a new medium of demonstration.


Everything.

The problem is that I'm just trying. These kids are going to miss out. The seniors are going to be gone in two months and some will step backwards into a lecture hall where they won't excel either. When they say "Aw, that sounds cool! Why couldn't MY classes be like that?!?" as I explain how I'm going to work in these tools and techniques for next year's academy (at least as best I can given what I'm given), it breaks my heart.

Problem is, even the kids who do get to have "classes like that" will be behind the curve. Technology changes/grows/moves/progresses so fast that education will never be in front of it. We move too slowly, for various reasons that aren't all bad. Sure you have "Amazing Online School" here and "Smarten Up Through Gaming School" there, but as hard as I... we? ...we work, there will always be huge groups of kids that we miss. As sad as that sounds, the key is this: The fact that it's too late is the reason to keep going, not a reason to stop. I just have to keep telling myself that.

Spring break is almost over. Time for this teacher to get back to learning.

No Such Thing as a Very Long Engagement

Bear with me...

A couple of years ago I started to use PollEverywhere in my classes, allowing the students to text in responses to questions, thoughts on topics we were covering, etc. It worked beautifully! Students were engaged like never before, I was getting instant feedback that I could use (and did) to tweak lessons in an effort to ensure maximum learning, etc. It was amazing.

For three weeks.

After a few days, participation waned. It got to the point where I'd have to say, "C'mon everyone: let's get out those cell phones!" knowing full well the vat of irony I was swimming in.

It turns out that everything has a shelf life. For today's students, you can't have engagement without change. I bring this up here because I sort of had the same thing happen with my 3D GameLab experience. I'm sure if you checked my time in the system on Monday, you'd think I was off work. On the contrary, I was doing many of the first quests on the projector in front of my classes to demonstrate the new environment I was exploring. I was thrilled with the system and my mind was abuzz with ideas for adapting lessons into quests. Over the last three days, I've been online significantly less. There were a couple of factors contributing to this (workload, week before Spring Break, large grant to finish writing), but it made me think of my PollEverywhere epiphany.

I'm now thinking about use of the 3D GameLab system itself and how it's definitely another tool rather than a complete learning environment. This sounds like a no-brainer in hindsight, but an important point nonetheless.

What are your thoughts? Can you see students coming into this environment for all of your classroom work over the course of a semester or year without becoming as jaded to the technology as with anything else? Can we make our quests engaging enough to avoid drops in level of participation? Maybe there's a balance that we'll have to discover with each class that participates...

I'd be interested to see the results of student feedback after a few weeks in the GameLab...

This is a re-post of my journal entry as part of the 3D GameLab Teacher Camp. There are some great comments in the forum where it's originally posted, but unfortunately I can't transfer them here.

"Cool! It's a game? ...So it's NOT a game?"

This is a re-post of my journal entry as part of the 3D GameLab Teacher Camp. There are some great comments in the forum where it's originally posted, but unfortunately I can't transfer them here.

This is a reflection on something that happened last Monday when I started exploring 3dGameLab in front of my students. Their first reaction was positive: they were fascinated by the gamer aspects of the environment. The question was: "So it's a game?"

When I started doing some of the quests, the general attitude changed to "So it's not a game," with the appropriate air of let-down that teachers know as the doorway to disinterest.

This got me thinking less about the GameLab environment and more about my own assignments. Do the potential quests I have in mind match the potential established by the online environment? Will my students be disappointed to find "just another journal-entry quest?" (Don't get me wrong, I personally love being XP-Paid to write a journal because I never take the time to otherwise.)

Those of you that have been using this with students: have you had to step up your assignment "game" or is this just the result of my demonstrating the platform on a projector and students not actually being in the system yet?

The Game's Afoot...

So I'm doing some professional development on quest based learning and gamification and one of the recurring quests is to journal. I'll probably cross-post a lot of them here. Hope you find them interesting!

My First 15 Minutes With Google's Chromebook

First of all, I need to thank Google and FETC for the Chromebook that I won Wednesday morning. Aside from all the amazing professional development that I've been receiving at this conference, I get to walk away with probably the one item that I'd have chosen to take if you'd asked me. While I'm at it, thanks to my Principal for sending me.

There are a bunch of reviews and first impressions of the Chromebook out there, but I was struck by a couple of things and felt obligated to share them. Don't misinterpret: I love this thing.

Un-boxing a Chromebook is anti-climactic because of its brilliance. 

You know when you get a new toy (electronic or otherwise) and you have that excitement that builds before you open it and then carries through the removal of the parts, possible construction, and finally the discovery of its features? Heck, sometimes you even get to remove bloatware and customize a new device after you get it up and running. 

Well, the Chromebook is already your Chromebook. 

Once you sign in, if you're already syncing your various instances of Chrome across devices all the familiar stuff is there for you. 

Super cool. 

For about 5 seconds. 

There's nothing to play with. Don't get me wrong: the Market is fun to browse, but you can do that anywhere... In order to satisfy my New Toy urges, I had to turn the device on and off 10 times in a row. The 8 second start up time is almost cool enough to make up for the fact that I don't get to play around with anything else.

My Lonely Mouse
This is a hardware thing, but my Samsung Chromebook doesn't have Bluetooth. I can't use my mouse. The touchpad is fine (although I can't count the number of times I've accidentally right-clicked because I'm too lazy to lift my fingers off of it). Somewhere I've got a USB stick at home that I now have a use for. The trick is finding it. Let's chalk this up as a problem for old-school users... unless you start to think about Bluetooth headsets....

Screen Captive
When I get questions from teachers about how to do something, I usually answer with a video. Evidently, there's a Chrome app for screen-shots, but not for video recording of the desktop. So for now I'll either have to stick with my other laptop or use my a webcam aimed at my screen.

Split Screen
For a bit I was worried that I couldn't split the screen and show two tabs at the same time. Turns out that there are keyboard shortcuts for that.

I'm still learning about the Google Chromebook, but I can tell you that the Chromebook experience isn't about the device: it's about what you do with it.

What are you doing with your Chromebook?

The Difference Between Men and Women

It all boils down to gluing LEGOs. There are clear benefits to either choice, but I find the division pretty consistent across gender lines. What's YOUR preference?

Online University Reviews : 50 Best Websites for Modern-Day Shakespeare Scholars

So ShakespeareCast made this list: Online University Reviews : 50 Best Websites for Modern-Day Shakespeare Scholars

Pretty cool.

Summer Shrewishness

Going Barefoot...

Hope you can make it:

Scotland Parents Meeting 1/26/07

In attendance: Della Harris, George Jones, Barbara Pringle (newly informed - first attendance)

Topics: fundraisers, communications, and list of participants for the trip

The fundraisers still to come are:

• Bowling Challenge – Feb 3

• Dinner Theater – Feb 9

• Lunches to be sold at work – March (?)

• Bus trip to local gaming casino – March (?)

• Bingo (6 weeks, 1 night per week) – April thru mid May (?)

• Jogathon – April or May (?)

• Money/jellybean guessing for $1 – May (?)

• Rummage sale – April

• Multiple car washes – warmer months – April, May, June

• Bake sale at LMC

• Raffles at fundraising events and other community functions (George to discuss upcoming events w/Brentwood Chamber of Commerce member)

Communications:

The final list of bowling participants from a student and parent perspective is needed to secure the proper amount of lanes and to ensure enough adults are present for bowling (additional adults will come from the Strik’n Back 2 Back bowling club).

A detail listing of all funds raised-to-date and the expectation of the remaining fundraisers is needed. A firm commitment list of parents and students participating in the trip is necessary to help quantify the total amount necessary for the trip.

Attendance at a mandatory meeting to be held February 23, 2007 at Denny’s in Antioch on Sommersville Road at 7:30 pm. This is necessary to determine participants in the trip and in the fundraisers (there have been just a few parents involved to date).

A drop dead date and final number of participants allowed based on payments made thus far.

A calendar of events – to be provided following the next February meeting

Period 2 Notes

Cover
Great start. Good characters. Start getting out of the script - looking at the other actors. This scene is funny and gripping, but you'll need to rehearse it a lot. Also, figure out where they are and how you can show us. Think about the visual pictures you can use to help show us what's going on. Keep it up! I'm excited to see this improve!

Crimes I
Blake - don't be afraid to "play the lawyer." I think he likes to "act" lawyerish - to maybe impress her - if that makes sense. Alina - Figure out the point in scene when she realizes that she's attracted to him. Think about how you can show that to us.

Prisoner of 2nd Ave.
Nice! This scene will be great. Roger - when he says "Nothing's wrong," is that really what he means? Cut the cigarette - it's just distracting. Stephanie - You have a great voice. Very clear. Great character work both of you. Try this: what if you switch and Stephanie sits and Roger never sits. Try that and see what happens. Great start.

Crimes II
What fun! Don't be afraid to get super upset, Bryana. We want to see you flipping out. Nice moment all: "The one Babe told me about... from the club." This scene is like a hurricane that winds up swirling Lenny and then Babe up the stairs and off the stage. You'll have to build to that peak or we don't believe the exit lines. Try at one rehearsal on the last couple of pages always topping the previous person's line and energy all the way to the end.

Barbies
Good start. This is going to be funny! You guys need stuff: books, clothes, dishes... Figure out how to establish where they are. It will help us put the scen in some sort of context. Keep it up!

LMC Christmas Show

More 7th Period Notes

Emerald City
Good scene. Where are they? What are they doing? Think about ways you can make clear what your goals are. Good start on the character work: I feel like these people have a specific relationship. It's a bit long.

Take A Giant Step
Nice work! Sean, you've really got a great character going. Michael you're on your way too. This will be a great scene. Make sure you're doing things TO each other, not just doing them. Sean don't be afraid to make her scared on "Oh no you won't" line.

Bus Stop
Good scene for you guys. How can you establish where they are? I know you're sharing a script today, but what are these people doing while they're talking? How can you tell the story visually?

The Glass Menagerie
Great energy! Keep it up! Excellent start. Don't forget to tell the story visually: Where are they? What are they doing? I'm excited to watch this scene develop.

Ancient History
Let us see how you are affected by the beauty of the place. The more into it you are, the more we will be. Good! - start to have fun when they start listing all the "No" stuff. They can enjoy that game. Think about how you can tell the story visually.

7th Period Notes

The Basement
Nice work. A little long... We do need to get you a real looking gun. Remind me. Also the doll and costumes will help because this is such a crazy scene.

Sorry, Wrong Number
I love this play. Try facing US (upstage) before your character speaks. Maybe turn down the lights halfway... something to set the mood.

Candy Store
Bit long. Great characters! Where are you? A porch? What can you do to establish location? Jake - nice checking in to see if he understood "she's crazy." Seth - good blocking, but make the transition a little smoother to lying on the floor. Ishmael - make him older. Feel free to "be the old man." Great casting guys! Nice "do it - come on section." Maybe do the impression standing up?

Watch on the Rhine
Good choice guys. Lauryn - what is she doing during that opening section? Shaina - she says she's nervous... let's see that. Mason - he has to carry himself differently than you as part of his job: let's see the difference between you and him.

The Odd Couple
This'll be good. Work on those lines so you can get to the fun stuff. Andrew - figure out what he's doing physically. Even when he's just laying around, he's doing it to annoy/change Felix. We need some stuff to watch. Eating? Felix cleaning? Also try to find a way to define where they are.

Scotland Podcast!

Hey, folks! So AHS Theatre Arts got invited to perform at the American High School Theatre Festival in Edinburgh, Scotland during August of 2007. I'll be podcasting the details leading up to that trip along with anecdotes during my familiarization trip this summer. For pictures & audio, go to http://www.fromantiochtoedinburgh.podshow.com. Be sure to leave comments!

Added ShakespeareCast Stream...

OK, so I never really wrote about it, but I figured I'd add it here. It plays the most recent episode first, so it's not the best place to listen. Go to www.ShakespeareCast.com and subscribe for free!

Period 2 - 3/15 Notes

Empire Records

• Great vocal choices!
• Gary - try bigger facial expressions as tactics on him.
• Clean up the physical stuff a bit. It seems messy.
• Nice work.
  

The Graduate

• Nice Charika! Very clear goal and moment before.
• Tim - does he want to get back with her? Let's see a little of that either way.
• Charika - feel free to come into the space and own it.
• Tim - good idea sitting, but then it kills the importance of that speech. Try other things before you decide on that choice.
• Good work.
  

Confronting the Obvious

• Good start. Play around you guys - these are just friends hanging out.
• Eye contact! (I know you're still working on lines)
• Don't be afraid to get really pissed off, Shawntanique.
  

Period 7 3/14 Notes

Mean Girls

• Everyone slow down!
  
• What do these kids do while they are on the phone? How can you show us where they are or their personality by adding one prop or costume piece?

Freaky Friday

• Nice work. It's coming along.
• Watch your speed!
• Great characters! Good relationship!
• Pencil exercise.

Beauty Shop

• Careful of leaning on the wall! It turns you into high school students.
• Take your time!

Doctor

• Get copies of the script!
• Nice work going after your goal, Katina!
• Where are they? Is there a desk? How can you mix it up visually.
  
• Katina, watch your jacket - it defines who you are & keeps you from becoming her.

Tape

• Where are you? How can you show us?
• Visual pictures.
• Go after him, Joe, when the time comes! Feel free to get pissed!

Beauty Shop 2

• Great energy! Keep it up.

Friday

• Good energy!
• A bit short.
• Watch out for crossing in front of people. It's a strong move, so if you're the one talking it's okay, but there was one funky one in there.