Garrison Wood Stove One

Who's afraid of information?

One of the summer hits in schools a few years ago was one of "three", which many teachers (myself included) branded as ridiculous or terrifying.

Probably we are again. So we might as well do the math.

One of the three "i" was to science. Why should we fear it or find it ridiculous?

from this assumption, and here I say this because I do not want to be misunderstood: I think the major part of my profession as a teacher to mature some attitudes which are clearly cut across the subjects I teach, but that just means they can be acquired by students. I'm talking about things like criticism, curiosity about culture, self learning, consolidation of universal values, consistency in their behavior than those values, listening skills, collaboration, interaction, hierarchical ... Little things like that. And I used the word "dominant" to indicate that I am part of a school of thought that if a student comes to mature these attitudes but is unable to integrate a rational function, I'm happy anyway. Maybe I can not give an assessment is too high, but the student will still you have my respect.

Good. On this basis, it does not scare me the "i" of computer science? Effects are not convinced of the value of information technology in mathematics and physics are a bit 'conservative from this point of view. But I'm confident that it can use information technology to build critical attitude, curiosity about culture, and so on.

Paradoxically, sponsored forces in advanced information technology in schools is certainly leading to the prevalence of education technicality, contenutivi and work-oriented rather than personal development, but also its opposite. Quietly. As usual, reforms traveling with the legs of those who work in, the tools are ambivalent. If students do less hours of "culture", where teachers meet the righteous, but will most hours when the culture goes through more modern means. And perhaps even more students will be attracted.

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Wiki, teaching and assessment

As I wrote in a previous post , I decided to experience the educational use of a wiki with my four classes for the biennium.

This experience, which is progressing with some difficulty, but for now, quite satisfactory, is teaching me a lot. First of all I remember is that the wiki an instrument. It 'so easy to find colleagues in love with the technological means to lose sight of its purpose. Here, the wiki is a tool for teaching.

This, to me, means that most of its use (which also has some educational aspects and quality in schools), has the work boundary. The preparation of texts and materials, the construction of the conceptual network, work organization, timeliness, accuracy: these are, in my opinion, questions should go in working with a wiki, are perhaps the indicators for evaluation of their work.

If our approach is to help our students learn how to learn (the repetition is not an error), it is good to provide them with working methods, to guide them without removing the necessary commitment. So I think a well organized work on a wiki is needed because students benefit not only learning the subject in the wiki is, but also reflection on methodological tools for collaborative learning and technology.

The publication of the wiki does not finish the task. The publication phase "internal" should also lead to moments of improving the finished product, before any "outdoor". Therefore all students must travel the length and breadth of the conceptual network represented in the wiki, be able to intervene and incremental improvement on content already entered by others, or suggesting to the authors the possibility of more radical changes, which the authors must themselves be able to accept or reject with motivations. I asked Talia

in a reply to his post a few suggestions on how to assess in the field of e-learning used in the classroom. I do not want to be lazy and try to make a contribution even though I find it quite confusing and certainly not an expert. I think I can say that the wiki itself is invaluable. In the sense that it is a collective product, and it is impossible to give partial assessments to individual contributions. What is, however, can be evaluated?

1. early (pre-wiki): participation, quality and quantity of information collected, punctuality, respect of deliveries in
2. being published: the care of the presentation of content and links between different
3. pages in the final stage (post-wiki): The level of interaction and understanding in discussions about possible variants and corrections, and methodological reflection on the activity metadisciplinare
4. summative stage (non-wiki): l ' specific learning on the subject shown in a special test.

Of these four steps, the first two seem even capable of self-evaluation by students, or peer review, while the last two are more traditional look and require experienced and competent teacher. The way to organize self-evaluation or peer review depends, in my opinion, profoundly age and maturity of students. It can be anonymous in a grid where each student assigned a corresponding index rating for himself and for his teammates, or a points classification. Caution must be made so that the evaluation is specific, perhaps even justified, activities, and only the aspects contained in the indicators taken into account. For this reason perhaps may be limited to self and an assessment of his classmates in the group work, or of belonging to a subset of the class that is capable of estimating the expression.

I think it is important that, as a collaborative activity in this
are not just content to be judged
not just the teacher to assess.

I think even more useful for a teacher to experiment, even one-off , an activity in which the levels of analysis and evaluation must necessarily be complex. Need motivation, it helps to refocus its goals and expectations, it opens the mind, forces you to think. In a word, is good for health.

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where to begin?

I imagine a hypothetical colleague who has left intrigued by the "hearsay" and would like to understand what technology can do for him or her. Where can you start?

1. First of all, a good knowledge of English does not hurt, since most of the services, at least to the most recent ones, have not (yet) interfaces in Italian.
2. find a link a bit 'more experienced who is able to act as "mentors" know advise, guide, technical support.
   
3. spend some time looking on the internet, drifting from the links, perhaps starting con una ricerca su Web 2.0 o su tecnologie in didattica.
4. Iscriversi a qualche comunità online, magari orientata alla didattica o alle tecnologie in didattica, e partecipare alle discussioni.
5. Provare i vari servizi che più lo incuriosiscono, creando l'account necessario. Ad esempio, aprire un blog, creare un wiki, fare del social bookmarking, crearsi una rete di contatti...
6. Individuare un semplice progetto didattico in cui sperimentare, e decidere quale può essere il servizio Web 2.0 che più si attaglia al progetto scelto. Il confronto con esperti del settore può essere utile ad operare una scelta più mirata.
7. Se gli studenti sono abbastanza maturi ed esperti, ci si può to help them to find and use the features of the tool of choice in the work on the project.
   
8. Verify the results in terms of learning, participation, than any other indicator of assessment is considered important for the activity chosen. Perhaps for the first experiments in a real grid must be very flexible or even built in the pipeline.
9. Share the results and reflections with your network of contacts with their peers in school.
10. If possible, keep repeating these same points, maybe with someone else, or himself becoming a mentor to a colleague.

This is a bit 'what's happening to me, a little 'what I wish would happen in my school.

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Elearning in the classroom and learning styles

Talia Carbis has an interesting blog with lots of resources for those who use Moodle.

In one of his many interesting posts, Talia explains how e-learning can be successfully used in the classroom. In class, not only to learn at a distance, as is the term e-learning is often translated. Talia

The argument that gives such opportunity (which I will not mention, just go to his site and are here), is based on something that I so often, and I think not only me, I forget: each person learns differently. If you read the post, you realize that Carbis thinks and writes in terms of people who learn visually, auditory, kinesthetic ... On the basis, ie, a classification of some of their theories, which speak of three main styles: visual, phonetic and the kinesthetic.

Beyond the theories, which I think in this area leave enough time to find, in the sense that every author has their own, often competing, or not fully harmonized with those of close study, I believe that attention cognitive and learning styles of our students is a concern which rarely make the effort to have, and instead save our students, and then to ourselves, but we do that so much effort in their daily work.

That said, I think Talia is right: the multimedia potential of the Internet and e-learning can be useful for any cognitive style and facilitate the work of all, if used well. The problem is, as usual, to get used ...

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Learning Communities

blog In TEN Sarah Weisz, is a post that has provoked some thoughts. Building professional learning communities simply indicates an idea of \u200b\u200bWill Richardson on the fact that many teachers do not perceive how technology can facilitate learning, and invitations to participate in a discussion group open up by a member of TEN.

It 'really? Many teachers do not realize the potential?

I think we can agree, although maybe things are changing. The hard work that is done in groped for introducing technology in education are certainly great. What are the obstacles?

• Teachers feel unprepared in the use of computer (and probably many of them are real);
• teachers feel unprepared for the educational use of information technology (and certainly many of them are real);
• teachers warn the introduction of technology as something "in more "to do, not as a different way of proceeding;
• teachers have no idea what you can do with technology, because they do not know and did not attend;
  
• teachers have focused on a program to finish, on skills that students need to achieve (due to tradition or to pass the state exam) and do not have the time or desire to try something new;
• teachers have no desire to try something new;
• teachers did not want to.

I believe that the first step is to show teachers that you can do something. Show the finished product, although not of excellent quality, to show what you're talking about. I think it is for the curious, to those like me, for example, take the lead in our institutions because then you experience something new, whether it's worth it.

I stress this element of caution: if it's worth it. Experimenting is always a bit 'on the skin of our students does not mean go round, and above all is to have the intellectual honesty to acknowledge when an experience has not worked.

I'm trying to do something. The project is progressing, though, between elections and usher in the laboratories, we have slowed down a bit '. But now we are publishing the wiki ...
I'm also using a wiki to prepare an environmental education project in collaboration with neighboring schools. Let's see how it works. If nothing else, some person will find that there are blogs.

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Visitors

On site Jon Becker there is a debate (not very exciting) that caused me to reflect.

Why this blog? I do not know exactly.

First of all, the desire to experience something new and to explore the possibilities.
Then, I think, the ability to express, independently from the audience.
Perhaps, then, also hope to get in touch with people with whom I share experiences even if you do not know directly.

Then I discovered also, and perhaps the value of this discovery is greater today of three other justifications which to communicate something it must first be clear in your mind, or at least ask questions of clear on it.
I believe this is the real value of this blog for me, beyond how many people read it and find it useful, or even how many respond.
Everything is more beautiful is a gift, a surprise.

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The OECD and the school

The OECD (Organization for Economic Cooperation and Development - OECD in English) created in 2001 and most recently revised a document rather important because it outlines possible future scenarios in the development of the school.

six scenarios are identified, categorized into three different categories: "Status quo", "Re-schooling" and "De-schooling".

Each course is free to take the ideas and prefer to support them. From a quick look on the net it seems to me that the model of de-schooling is particularly popular in the U.S. context.

Personally I'm more comfortable thinking of re-schooling, even though I am aware that the outcome of which will depend on many factors locally and will probably be a hybrid of the various scenarios.

The model of the status quo seems to me inevitably our condemnation Italian, half of reforms carried out by a government and promptly canceled by the government following ...

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The 100 best tools

Jane Hart of the Centre for Learning & Performance Technologies creates an interesting service: made a list of the hundred best 2.0 tools for learning, rated by a number of specialists.

worth seeing the list, since you can find new things to experience.

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My teachers

The blog of John Otterstedt is rich in words that remind people who have formed an inspiration for the author.

I do not like them much stain to appreciative, especially because sometimes hide (or highlight) seconds or intent to let you assume the conspiracy.

But since this blog made me think about what are the educational figures, professors who have influenced my growth and perhaps even helped to guide my work, and since I do not think that any of the above will ever know I throw myself, as an exercise in memory and gratitude to the task.

First of all, my teacher, Franca Brozzi. A teacher like those of old, mother, right, sometimes severe, moderate and modern young to understand that we were children city \u200b\u200band let us then try the flavors of the countryside, old-fashioned enough from teaching Italian and mathematics as it should. He left a few years ago, but in my old room at my parents' house, on a shelf, there's his picture that greets me every time I come. In junior

: John Nasuti, Professor of Technical Education, which introduced us to the severity, the precision, punctuality, Frank Alford, a professor of art education, which has made known to all forms of art by putting the tools in hand to achieve .

In high school: from now on I have to be careful, because some of them have been or may become my colleagues, or were still in business and could happen here. John Bandieri made me appreciate the Latin Margherita Cassi some small spark of history (and was not a simple undertaking.) Giannina Silva and Maria Teresa Pastorelli, and their methods are completely different, perhaps opposing characters, made me love the English, and I mean love. The dear and the late Gaetano Storiales set of talking philosophy. Piera Berneri taught Italian literature as something to be discovered, to work and use of rigor and creativity, made us feel great.

college: Giulio Lugarini, without a doubt the best teacher I've ever met, clear, precise, lucid and demanding. Victor Amar, who was also exceptional for clarity and precision. Mario Casartelli, rigorous, very fast, but human. Claudio Orzalesi, I had the good fortune to meet in his last brief interlude of teaching a course with very interesting and well thought out. My advisor, Massimo Pauri, whose memory of humanity, class, culture and the tremendous preparation.

Then there are also many teachers and SSIS ... say some of my colleagues are a source of inspiration. But they do not want to talk.

To what extent were an inspiration? I do not know, how do you quantify? Certainly remember their names I see some aspect of each that I like to imitate or complement in the way I do my job.

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My job

A post that I can do today about a meeting with some students of the fifth class at my school (but no one is a student in my classes), as part of a project aimed at so-called "excellence." Something that touched me.

My dear colleague and excellent Italian is a bit 'stage, playing the typical teacher whose contractual obligation to transmit knowledge, full stop. Its thesis: there is no need for such teachers. Students are in trouble instead of trying to show the need prof. One says participating in the growth of their students. Another fore the question: why the three of us (there was also a colleague of philosophy) do the teachers? The Italian colleague passed me the ball.

My answer is this more or less literally.

"I happened in recent days, wandering around the internet, come across the site of an Indian colleague who does not say" teach math, "but" teach to learn math. "Here, I think one of the greatest gifts and beautiful that you can do to young people, perhaps the largest and most beautiful, is to teach them to learn. And this explains my job. "

I say now on the threshold of the class, then I'm going to not miss the train.

But I look and I continue to think again. How to open a window in a room that often remains closed, the dust flies away and the colors come back to shine.

do not know if there are more bad trades than others. But certainly there is not one of my most beautiful: to make young people (and I see their faces in front of me) the most beautiful gifts.

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Enormous damage caps painted color to Vinitaly

Vinitaly come to the large-cap sculptures, by artists within Environ Italian Fest, an expression of unity between and the world of wine ' art. From here you will begin their tour in world capital of bubbles: from Cava to Champagne, from California to Australia. Starting from Valdobbiadene, the capital of Prosecco.

Valdobbiadene they were born on 22 March, under the gaze of curious passers unexpectedly involved in an art event in the making, with the balcony of the town transformed into a studio in the sky. Today arrive at Vinitaly at the stand Velo (Hall F, Booth G-7), a leading in the production of machinery and Enology from Jada in the citadel of gastronomy .

These are the six degrees cork sculptures, five feet high, transformed into works of art by international artists: Bertazzon Roberto, Mario Tavernaro , Walter Davanzo, Risamori , Menon Paul and Sonia Ros . Each has interpreted the sculpture-stopper, original work of Bertazzon, according to his own artistic sensibility, expressing the close connection that each has with the territory dell'Altamarca.

The lid painting is also the symbol of Love Fest, a festival of concerts, shows and exhibitions of contemporary art related to wine and local culture, created by ArtePerBacco. The calendar will soon be available on Our site www.arteperbacco.com

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Letter to Parents Parents

Today I presented to my DS (and the coordinator of high school) point that I intend to send to the parents of my students at the two-year period, to explain what we are doing on the internet and What will we do in the coming weeks.

The need arises from the fact that the use wiki that I'm going to manage with my students on wikidot.com , you must create an account with e-mail. Because the school is not equipped with this service (for now), we will probably have to activate the account "external" (do not know, gmail or yahoo) for students who do not already have a personal address.

then I have profited by a moment of honesty and transparency, given the numerous references on the Internet to the procedures of this type when it comes to children's access to Internet services.

I think it's also a good way to involve parents, and to motivate the kids even more, because their parents will enjoy their work (unless children leave them access ...).

We'll see what happens. About ... I have yet to explain what I'm doing: in a future post will make it.

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