Your SlideShare is downloading. ×
0
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Twenty First Century Influencer
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Twenty First Century Influencer

4,220

Published on

Influencing technological change requires not only an understanding of technology and global collaboration but an understanding that the only person you can influence is YOURSELF. This presentation …

Influencing technological change requires not only an understanding of technology and global collaboration but an understanding that the only person you can influence is YOURSELF. This presentation covers motivational principles and how to flatten your classroom by incorporating global curriculum and connectedness into your curriculum.

This presentation is All Rights Reserved as many of the photos have been purchased from iStock photo. I cannot distribute a copy of this presentation except through embed code!

http://www.coolcatteacher.com

Published in: Education
2 Comments
1 Like
Statistics
Notes
  • Hey, this is a 3 hour workshop that I did and really, this is to give the attendants a copy of the presentation. If I were tweaking this for online view and use, then certainly cutting it down would make a lot of sense. Really, I'm just using this medium to share what I gave as a talk and it is in the presentation zen sort of format with many slides -- at least 2-3 per minute. It is a huge deck and really, I think of most use to those who attended the workshop.
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • I would love to see you reduce your show to a pecha kucha format or maybe just a little bit bigger. This deck is just too big to be more broadly useful.
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total Views
4,220
On Slideshare
0
From Embeds
0
Number of Embeds
7
Actions
Shares
0
Downloads
0
Comments
2
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Hello, my name is Vicki Davis and I am a
  • Classroom teacher in a
  • small town of Camilla Georgia – population 8,000 people
  • So, when I came back to Camilla, I started using wikis with my students immediately and sat down in my classroom to begin blogging. I turned to a student and said, “I have to create a blog and I have to name the thing – what should I name it?” The students sitting there said, “Well, Mrs. Vicki, you’re cool and we’re the wildcats, so, why don’t you call it the cool Cat teacher blog
  • , the ”poster child for the beginner” Like my youngest son, who has just learned to read, I’m a relative newcomer to these technologies. In November 2005, I attended the
  • Georgia Educators Technology Conference in Atlanta with a commission from my curriculum director to bring technologies back to my classroom that would enable me to better facilitiate
  • Research based best practices such as
  • Authentic assessment
  • Cooperative Learning and
  • Project based learning. I must admit, I felt a little like this (pause)
  • Pause for them to get it.
  • Well, this is something powerful called a vicarious learning experience. For example, if scientists want to help someone get over the phobia of snakes, then they just have to watch someone else holding a snake. The person then gets closer and closer and eventually can actually handle a snake themselves! This is talked about in the influencer.
  • Well, this is something powerful called a vicarious learning experience. For example, if scientists want to help someone get over the phobia of snakes, then they just have to watch someone else holding a snake. The person then gets closer and closer and eventually can actually handle a snake themselves! This is talked about in the influencer.
  • Well, Joy learned a deep lesson by watching her classmates travel to Qatar and come back safely – she learned that the Middle East is a place with real people just like every where else!
  • event for my classroom and I when I wrote a blog post in October 2006 called “My students weigh in on Friedman’s Flat World.”
  • Julie Lindsay, now one of my dearest friends responded with a simple request:“It would be great if we could interact with your students! Would you be willing/ have the time to participate in an online debate or discussion? My students are Bangladeshi and Indian nationals and have a perspective from the ‘other side of the flat world.’”
  • She was at the International School Dhaka, Bangladesh. Her students were primarily Indian and Bangladeshi nationals who practiced the Muslim, mine, primarily Anglo Christian background.
  • So, Julie and I began to correspond and kicked off the first Flat Classroom project in November 2006.
  • write a group report on a collaborative tool called a wiki
  • about each of the 10 trends in Friedman’s book
  • like Mobile Computing and Virtual communications and their impact on education and business.
  • In addition to the wiki, the students also created videos about their topic where that to outsource, or receive video from their partner on the other side of the world and this is the type of video that emerged.
  • Within the first week, something amazing happened, Thomas Friedman found us – gave us his hearty support and praised what we were doing. He went on to include us in the update of his book in July 2007, but
  • But the second week was when I was sold forever on the power of this method. I was at break and had 3 students come line up at my desk and say they had to tell me something. I was afraid – it usually is something serious when they line up at my desk. They said something like this:“Mrs. Vicki, the news media is wrong.”I got chillbumps on my arms. “About what?” “They say that all muslims want to kill us, and that is just not true.” My eyes teared up and I looked at them again, wanting to let them finish and to know that the words coming were their words, not mine. “And why do you say that,” I whispered. “Because they are great and we are having fun working with them. They are people just like us who happen to live on the other side of the world.” Another chimed in, “You have to judge people for who they are, not by the labels they wear.” And at that moment. Although I knew they were learning a lot about my topic, computer science, and I knew they were learning a lot about movie making, wikis, and other tools, at that moment, I was sold. I knew that a new chapter of my life and the life of my students had begun and that this model of teaching would be a part of my life for the rest of my life. My students, my tenth graders, had experienced a change in world view without ever having left Camilla, Georgia. And my friends, if we can do that, then that, is the truest, highest form of education we can impart on future society.
  • Don’t get me wrong – these projects aren’t just about feeling good and meeting new people – they are about intense, deep learning experiences where a topic is learned thoroughly and well and higher order thinking is our goal.
  • But here, we’re talking about a higher order of iving and that, to me, is the most important take away.
  • By then, Julie and I had won several awards and many teachers had joined 7 projects including new ones called the Horizon Project, studying emerging technology trends in education,
  • and the Digiteen project, a digital citizenship project for younger students.
  • Humans are required to interpret the material on the internet – we are the ultimate processor of information.
  • And later that school year, we’d have the NetGenEd project, a collaboration with another award winning author, Don Tapscott, based upon his research in Grown Up Digital.
  • Steve’s class, led by a newcomer to blogging and Web 2.0, Estie Cuellar, saw that we were having a conference in Doha Qatar and although we offered 4 scholarships to pay their expenses once they got there, they had to raise their airfare – almost $1600 a person! Without local support, what did they do?
  • A backchannel is a live chat that accompanies a live presentation. We will use my chatzy room today that costs me $9 a year to take the ads off.
  • Before we move into our presentation, let’s get a few things out of the way.
  • Before we move into our presentation, let’s get a few things out of the way.
  • Now, I’d like you to meet a young man named Steve. Steve is from inner city Houston and his teacher, Estie Cuellar participated in Flat Classroom in the fall of 2008.
  • They made a rap video about their dream and you can see Steve here leading the group. They raised enough money for three students and two teachers to attend the conference
  • In Doha, Qatar – in the middle of the middle east where Steve traveled last January.
  • and this is a glimpse into the students that were there. Now, let’s see Steve at the conference talking about all the friends he made! To me, the respect he shows here for his friends including pronunciation is beautiful. Then, when he returns, what does he say? (show clip) He has learned not to stereotype. And look at what the students proposed and voted as their project. Students are the best book ever written for one another!
  • All of the classrooms that attended had their classes participate virtually. Interestingly, when I returned, and asked my students what they learned,they said, “I learned not to stereotype.” Why? How?
  • If we look at arguably the best education system in the world, the Finnish teachers pick books and customize lessons as they shape students to national standards. "In most countries, education feels like a car factory. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.
  • Photo: - Today we’re talking about Teacherpreneurship to an audience of people I would consider teacherpreneurs. I’ve seen your videos and this is who you are, although you may not know it!
  • The technology misconception is that
  • it is not about the technology. We don’t teach blogging, wikis, podcasting for their sake, but for what they let us do.
  • We’re on a journey. However, we need to know that
  • In that movie, the “precious” ring was evil. In our cases, we must know that
  • most technologies are morality-neutral. It is how you use them that determines its use.
  • How many of you think cupcakes are good! Are they?
  • What about when it is used to hurt someone’s feelings?
  • Or how about when a compulsion to eat them makes a person obese? What do we do?
  • Ban cupcakes? That is preposterous! We teach people to be kind and to use cupcakes in good ways? Shouldn’t we do the same thing with?
  • Cell phones
  • Cell phones
  • Cell phones
  • We don’t ban scissors and they could kill someone! We teach kids not to run with them! To use them well and our schools are full of other dangerous weapons such as
  • Man. Men, women, boys, and girls can do irreparable harm, and yet we don’t ban humans. Instead, we teach the humans in our school out to behave appropriately. That is what we do in school and
  • What we need is digital citizenship education. Just as we teach children how to
  • Look both ways
  • Stop Drop and Roll and
  • Don’t talk to strangers. We also need to teach them to
  • No cyberbullying
  • Stop, Block and Tell, as done with this Kentucky Film Contest
  • And don’t meet someone you meet online without an adult with you
  • Humans are required to interpret the material on the internet – we are the ultimate processor of information.
  • Julie – Offer an overview of the project – insert slides here.
  • What we need is Digital citizenship education. This is our internet, it is our world, and we are building bridges today that the society of tomorrow will walk across. We’ll come back to digital citizenship later. But, the tough thing is that all of this requires change…
  • My husband always says that the only people who like change are babies with dirty diapers and even then, they cry the whole time
  • But the thing about change is you only have two choices – you can be the victim or the victor. Victims are the ones that have people force change on them – the victors, or winners become PART of change.
  • But we need these tools so that we can
  • Differentiate and reach all of the students and their different learning styles and
  • We also need each other
  • We also need each other
  • We also need each other
  • Press F5 or enter presentation mode to view the pollIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones to do some audience voting just like on American Idol.So please take out your cell phones, but remember to leave them on silent. You can participate by sending a text message.This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan. The service we are using is serious about privacy. I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than email spam – and that’s text message spam because you have to pay to receive it!
  • This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones or laptops to do some audience voting just like on American Idol.So please take out your mobilephones or laptops, but remember to leave them on silent. You can participate by submitting an answer atPoll4.com on your laptop or a mobile phone.The service we are using is serious about privacy. I cannot see who you are or who voted.
  • This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use Twitter to do some audience voting.So please take out your cell phones or laptops, but remember to leave them on silent. The way you will be able to participate is by tweeting a response to @poll. Your followers won’t be bothered by this message.
  • So, let’s jump into these tools and learn how to connect ourselves.http://flickr.com/photos/extranoise/350901033/ - Green Stairs by extranoise accessed 4/8/2008 –
  • http://flickr.com/photos/tostie14/93877458/ by Tostie14 4/5/2008 4:01 pm – We will spend the next two days teaching you how to flatten your own classroom. And, as you’ve already seen you learn by doing. So, the first step of
  • Flattening your classroom is connecting yourself. And the first step is to connect yourselves to others.
  • Just remember, the lesson of the watermelon as you consider today’s menu. How do you eat a watermelon?
  • If you eat it whole, you’ll choke.
  • No, the way you eat a watermelon is one bit at a time.
  • And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!
  • What are the rules? What are some examples of how this is being done now? What disciplinary measures will be in place WHEN something happens (not if.)
  • We’re going to look at the teacherpeneur in four major areas today: student relations. Personal habits of teacherpreneurs, class structure, and administrative relations. We’ll also highlight what has changed and what has stayed the same throughout the history of teachers. Note to self: put a globe around this.
  • Intrapersonal (within yourself)Interpersonal (face to face)Techno-personal (computer 2 computer)
  • What does a flat Classroom look like?
  • Transcript

    • 1. 21st Century Influencer<br />Vicki Davis <br />Cool Cat Teacher<br />http://coolcatteacher.blogspot.com<br />
    • 2. Vicki Davis<br />
    • 3. Teacher<br />
    • 4.
    • 5. “Cool Cat Teacher”Vicki Davis<br />
    • 6.
    • 7.
    • 8. Research Based Best Practices<br />
    • 9. Authentic Assessment<br />
    • 10. Cooperative Learning<br />
    • 11. Project Based Learning<br />
    • 12.
    • 13. Blennophobia<br />Fear of looking up<br />
    • 14. Bogyphobia<br />Fear of the bogeyman<br />
    • 15. Hippopotomonstrosesquippedaliophobia<br />Fear of long words<br />
    • 16. Phobias we’re dealing with<br />Ideophobia- Fear of ideas<br />Kainophobia- Fear of anything new•<br />Phronemophobia- Fear of thinking<br />
    • 17.
    • 18. How long does it take to overcome a phobia of snakes?<br />
    • 19. Influencing deep beliefs<br />
    • 20. How long does it take to overcome a phobia of snakes?<br />Albert Bandura, N. Aclan, J. Beyer “Cognitive Process Mediating BehavioralChange.” Cognitive Theory &amp; Research, 1 (1977): 287-310.<br />
    • 21. 3hours<br />
    • 22.
    • 23.
    • 24.
    • 25. Flat Classroom<br />http://flatclassroomproject.wikispaces.com<br />Dhaka, Bangladesh<br />Camilla, GA <br />United States<br />
    • 26. Flat Classroom<br />
    • 27. Collaborative Group Wiki<br />
    • 28. 10<br />“Flatteners” leveling the world<br />
    • 29. 10 “Flatteners”<br />Collapse of the Berlin Wall<br />Netscape (Web Browsers)<br />Workflow Software<br />Open Sourcing<br />Outsourcing<br />Off shoring<br />Supply Chaining<br />In sourcing<br />Informing<br />The “Steroids”<br />Mobile, Ubiquitous Computing<br />Virtual Communications<br />Instant Messaging<br />VOIP (Skype)<br />
    • 30. Student Produced Video<br />
    • 31. Andrew’s Video – Made in Paint and Windows Movie Maker<br />Flat Classroom Video Archive<br />Our First videos (November 2006)<br />Casey – Virtual Communications<br />Andrew – Mobile &amp; Ubiquitous Computing<br />View videos from all other projects <br />http://flatclassroomproject.ning.com<br />
    • 32.
    • 33.
    • 34. Higher Order Thinking<br />
    • 35. Higher Order Living<br />
    • 36. Horizon Project<br />
    • 37. Team<br />WORK<br />“Working with people across the world has challenged me.”<br />“The majority of my partners wanted to contribute something meaningful to the project.”<br />Horizon Project Studentshttp://horizonproject.wikispaces.com<br />
    • 38. Digiteen Projecthttp://digiteen.wikispaces.com<br />
    • 39.
    • 40. February 2009 – <br />April 2009<br />Net GenerationEducationProject<br />
    • 41. The Flat Classroom Conference<br />Doha, Qatar<br />March 2009<br />Sponsored by HSBC Bank &amp;<br />The Qatar Foundation<br />Video<br />
    • 42. Eracism Project<br />Middle School Debate Project<br />October – December 2009<br />http://www.eracismproject.org<br />Will re-run in March<br />
    • 43. Global Collaboration and Project Based Learning is Part of Our Curriculum<br />School Wide<br />http://flintriver.ning.com<br />
    • 44. Your Project<br />Use the backchannel to:<br />Take group notes<br />Share links<br />Network<br />Record of Today<br />
    • 45. Sign Up, Join In <br />If you wish to join the backchannel, go to <br />http://www.chatzy.com/995127359625<br />Passcode: flatclassroom<br />©2009, Victoria A. Davis, Bright Ideas, Inc.<br />All Rights Reserved<br />
    • 46. Backchannel<br />“a live chat that accompanies a live presentation”<br />
    • 47. Backchannel Moderator<br />A person who monitors the backchannel chat and informs the speaker of predominant questions and issues arising from the conversation.<br />
    • 48. Classroom Uses<br /><ul><li>Group Notetaking
    • 49. Link Sharing
    • 50. Quick Quiz
    • 51. Archivable Record
    • 52. Involvement of quieter students</li></li></ul><li>Don’t forget netiquette<br />
    • 53. Backchannel Netiquette #1<br />Answer with @<br />Iteachkids: I need help<br />with differentiated instruction.<br />Joanna: I need help with my reading program<br />Hamster: @iteachkids I have a great program to share with you.<br />
    • 54. Backchannel Netiquette #1<br />Answer with @<br />Iteachkids: I need help<br />with differentiated instruction.<br />Joanna: I need help with my reading program<br />Hamster: @iteachkids I have a great program to share with you.<br />
    • 55. Backchannel Netiquette #2<br />Answer with @<br />Get a Room<br />Iteachkids: I need help<br />with differentiated instruction.<br />Joanna: Anyone want to hear a joke?<br />Hamster: You’re the joke.<br />Joanna: I know what you did last week, don’t tell me that.<br />
    • 56. Backchannel Netiquette #3<br />Answer with @<br />Get a Room<br />Get a Moderator<br />Iteachkids: I want to ask Vicki a Question.<br />Joanna: I’m the backchannel moderator, type your question in and when it is time, Vicki will ask me what is happening in the backchannel.<br />
    • 57. Backchannel Netiquette 4<br />Answer with @<br />Get a Room<br />Get a Moderator<br />Be yourself but not a fake<br />Iteachkids: I want to ask Vicki a Question.<br />Vicki Davis: I’m not really Vicki, I just thought it would be fun to impersonate her. <br />
    • 58. Backchannel Netiquette #5,6<br />Answer with @<br />Get a Room<br />Get a Moderator<br />Be yourself but not a fake<br />Be a link dropper<br />Be up front about self promotion<br />Iteachkids: Anyone know a great blog that helps teachers.<br />Vicki Davis: I have a blog that I write for teachers, you can find it at http://coolcatteacher.blogspot.com – I also love Jo McLeay’s at….<br />
    • 59.
    • 60. Spring Woods High SchoolHouston, TXEstie Cuellar, Teacher<br />
    • 61.
    • 62. Never, ever stereotype<br />
    • 63. Students learned at a distance<br />
    • 64. Conference 2010<br />February 2010<br />Mumbai, India<br />http://flatclassroomconference.wikispaces.com<br />School Wide Immersion<br />Grades 2-8<br />Lock in schedule after 12 noon<br />Immerse in all things India<br />
    • 65. K12 online conferencehttp://k12onlineconference.org<br />
    • 66. Using Technology<br />Trendy<br />Improvement<br />
    • 67. Revigator<br />“Restores lost element of radio-activity. Creates cellular energy and removes cellular poisons.”<br />“Treats and cures arthritis, flatulence, senility, and poisoning.”<br />
    • 68. Revigator<br />TOXIC LEVELS OF:<br />Radon<br />Arsenic<br />Lead<br />Vanadium<br />Radium<br />AND Radioactive!<br />Applied Spectroscopy. Volume 63, Issue 12, pages 324A-354A, 1315-1442, 1406-1409(4), December 2009. PysOrg.com 1/13/2009 7:00 pm<br />
    • 69. Jody Kennedy<br />“We started with a series of low-risk, high-energy experiences. I got excited and it spread.”<br />http://www.linkedin.com/pub/jody-h-kennedy/9/1b8/97b<br />White Plains City Schools<br />Global Education and Videoconferencing<br />
    • 70. Thomas Carlyle<br />“Our job is not to see what lies dimly at a distance, but to do what lies clearly at hand.”<br />
    • 71. Our Purpose / Plan Today<br />Understand how to use the 6 sources of influence<br />See what a 21st Century Classroom looks like<br />Mention many leading low-cost tools USED in classrooms today<br />Best practices in Global Collaboration<br />To challenge you to participate and ask questions in backchannel.<br />See how this is being done HERE!<br />
    • 72. “You cannot step in the same river twice.” Heraclitus<br />
    • 73. “We are better at coping than exerting influence.” Kerry Patterson et al, Influencer: The Power to Change Anything, p 8<br />
    • 74.
    • 75. ITEMIZED BILLFor placing “x” on gauge $ 1.00For knowing which gauge to place the “x” on $9,999.00Brian Tracey, Focal Point: A Proven System to Simplify Your Life, Double Your Production and Achieve All Your Goals, p 8<br />
    • 76. “Discover a few vital behaviors, change those, and problems – no matter their size – topple like a house of cards.” Kerry Patterson et al, Influencer: The Power to Change Anything, p 28<br />
    • 77. Outcome is NOT Behavior.<br />
    • 78. Best Teachers: Vital Behaviors<br />Use praise<br />Rapidly alternate between teaching, questioning, testing and make immediate correction<br />Dr. Ethna Reid<br />Personal Interview, Influencer p 31,32<br />
    • 79.
    • 80. Changing Minds<br />“First I researched things for about a year.”Ed Hallisey, Principal, Putnam Valley Middle School<br />“I experienced it and it spread.”Jody Kennedy<br />
    • 81. My 2 principles of IT Decisionmaking<br />Empower the Engaged<br />Ask and you shall receive. Receive, use, and share or do not ask again!<br />
    • 82. Mirror Neurons:GiacomoRizzolatti et al., “Premotor Cortex and the Recognition of Motor Actions,” Cognitive Behavior Resdearch, 3 (1996) 131-141.<br />
    • 83. Self Control is Contagious<br />University of Georgia Website, Michelle van Dellen, Physorg.com 1/14/2010 9:10 am<br />
    • 84. YOU!<br />
    • 85.
    • 86. 1:1 LAPTOP PROGRAM<br />5th Year of Project<br />Breakage &amp;lt; 6%<br />Theft = 0%<br />Net Cost = $.05 / laptop<br />
    • 87. Ed Hallisey<br />Principal, Putnam Valley Middle School <br />“I supported them until they felt card for and understood. Now they are described by others as ‘fearless users of technology.’”<br />
    • 88. BE REAL!<br />“People become far less willing to believe what you have to say, the moment they realize your goal is to convince them of something.”<br />Influencer, p 59<br />
    • 89. Backchannel<br />Q&amp;A<br />©2009, Victoria A. Davis, Bright Ideas, Inc.<br />All Rights Reserved<br />http://coolcatteacher.blogspot.com<br />
    • 90. 6 Sources of Influence<br />Influencer: The Power to Change Anything<br />Patterson, Grenny, Maxfield, McMilan, Switzler<br />
    • 91. Positive Change <br />Motivation<br />Ability<br />Personal. Name a situation in which you wanted to change very badly (AND DID) – Why did you change?<br />Social. Name a situation when you were part of a group of people who wanted change (AND DID) Why did it work?<br />Structural. Name an organization you worked for where positive change happened, what did the organization do to promote it?<br />Personal. Think of one change you need to make to be an effective IT director –what are the things you need to learn how to do to make it?<br />Social. What are some things your cohort of IT directors needs to know how to do to help you change in a positive way?<br />Structural. What are the characteristics of an environment that promotes positive change?<br />7. Influencer. Think of a person who influenced you to change in a positive way and Name the characteristics that made them a positive force for you.<br />
    • 92. Break<br />
    • 93. Make the Undesirable Desirable<br />“Lack of thought not presence of thought enables bad behavior.”<br />P 95<br />
    • 94. Positive Change <br />Motivation<br />Ability<br />Personal. Name a situation in which you wanted to change very badly (AND DID) – Why did you change?<br />Social. Name a situation when you were part of a group of people who wanted change (AND DID) Why did it work?<br />Structural. Name an organization you worked for where positive change happened, what did the organization do to promote it?<br />Personal. Think of one change you need to make to be an effective IT director –what are the things you need to learn how to do to make it?<br />Social. What are some things your cohort of IT directors needs to know how to do to help you change in a positive way?<br />Structural. What are the characteristics of an environment that promotes positive change?<br />7. Influencer. Think of a person who influenced you to change in a positive way and Name the characteristics that made them a positive force for you.<br />
    • 95. Harnessing Personal Motivation<br />P 106 Influencer<br />
    • 96. What does the best education in the world look like?<br />“Finnish teachers pick books and customize lessons as they shape students to national standards… ‘. In Finland, the teachers are the entrepreneurs,&amp;quot; says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.’<br />“What Makes Finnish Kids So Smart”<br />The Wall Street Journal<br />By ELLEN GAMERMAN<br />February 2008<br />http://online.wsj.com/public/article/SB120425355065601997.html<br />1/14/2010<br />93<br />
    • 97. Teacherpreneurship<br />The Standard in Excellent Education<br />http://flickr.com/photos/prittibaby/477057343/<br />
    • 98. Thetechnology misconception<br />
    • 99. It’s not about thetechnology<br />
    • 100.
    • 101. This precious isn’t evil.<br />
    • 102. Tools are MorallyNeutral<br />
    • 103. Is a cupcake good?<br />
    • 104.
    • 105.
    • 106. Ban<br />Cupcakes!<br />
    • 107. Cell Phones<br />
    • 108. iPods<br />
    • 109. Online Videos<br />
    • 110.
    • 111. The most dangerous weapon ever invented<br />
    • 112. Digital Citizenship Education<br />Essential for today’s student<br />
    • 113.
    • 114.
    • 115.
    • 116.
    • 117.
    • 118. http://www.docstoc.com/docs/12135939/5-Steps-to-Internet-Safety<br />
    • 119.
    • 120. Digital Citizenship Touchpoints<br />&amp;apos;Digital Citizenship in Schools&amp;apos; by Mike Ribble and Gerald Bailey:<br />117<br />
    • 121. Digiteen<br />http://www.digiteen.org<br />Video - http://blip.tv/file/1941137<br />
    • 122. Educational<br />Social Networking<br />1/14/2010<br />119<br />Vicki A Davis, Cool Cat Teacher - http://coolcatteacher.blogspot.com<br />
    • 123. We are building bridges today that the society of tomorrow will walk across.<br />Digital Citizenship<br />
    • 124. Incorporating Digital Citizenship<br /><ul><li>-Immerse them in the Activity
    • 125. - Link People’s View toWho They Want to Be (Values)
    • 126. - Fight Moral Disengagement: Turn Numbers into People
    • 127. - Sacrifice or Punishment? Honor a Person’s Choice</li></li></ul><li>Don’t change me!<br />1/14/2010<br />122<br />Vicki A Davis, Cool Cat Teacher - http://coolcatteacher.blogspot.com<br />
    • 128. Two Choices of Change<br />Change<br />Imparted<br />To you<br />Part of<br />Change<br />
    • 129. Changing how people view change<br /><ul><li>-Immerse them in the Activity</li></ul>Make them part of change<br /><ul><li>- Link People’s View to Who They Want to Be (Values)</li></ul>Success, Job Stability<br /><ul><li>- Fight Moral Disengagement: Turn Numbers into People</li></ul>Use videos from Edutopia &amp; others to show<br /><ul><li>- Honor a Person’s Choice</li></ul>21st Century classroom Grants<br />
    • 130. Positive Change <br />Motivation<br />Ability<br />Personal. Name a situation in which you wanted to change very badly (AND DID) – Why did you change?<br />Social. Name a situation when you were part of a group of people who wanted change (AND DID) Why did it work?<br />Structural. Name an organization you worked for where positive change happened, what did the organization do to promote it?<br />Personal. Think of one change you need to make to be an effective IT director –what are the things you need to learn how to do to make it?<br />Social. What are some things your cohort of IT directors needs to know how to do to help you change in a positive way?<br />Structural. What are the characteristics of an environment that promotes positive change?<br />7. Influencer. Think of a person who influenced you to change in a positive way and Name the characteristics that made them a positive force for you.<br />
    • 131. 2. Do I know how?<br /><ul><li> What are the vital behaviors?
    • 132. Technique oriented practice</li></li></ul><li>Motivation ≠ Ability<br />They are just lazy!<br />They don’t care!<br />They don’t have time!<br />
    • 133. It is How you Practice!<br />
    • 134. Our PDlooks like this<br />
    • 135. It should look likethis<br />
    • 136. Kaizen =Slow, steady improvement<br />
    • 137. Effective TeacherpreneursEmbed Learning<br />15 minutes2-3 times a week<br />
    • 138. “It will take a person 20-30 years to master calculus.”<br />Frances Bacon<br />1/14/2010<br />
    • 139. We mastered it &amp; embedded in curriculum<br />1/14/2010<br />Calculus Bacon referred to is now taught in high school<br />
    • 140. What are the vital behaviors?<br />7 Steps to Flatten your classroom<br />Embedding their learning<br />1:1 Coaching<br />Empowering Teacherpreneurship<br />Understanding Differentiation<br />1/14/2010<br />Vicki A Davis, Cool Cat Teacher - http://coolcatteacher.blogspot.com<br />135<br />
    • 141. We need thesetools<br />
    • 142. Differentiated Instruction<br />Intrapersonal<br />Linguistic<br />Intrapersonal<br />Linguistic<br />Interpersonal<br />Logical-Mathematical<br />Logical Mathematical<br />Interpersonal<br />Naturalist<br />Musical<br />Musical<br />Naturalist<br />Bodily<br />Kinesthetic<br />Spatial<br />Pictures<br />Learning<br />Styles<br />Spatial (Picture Smart)<br />Bodily-Kinesthetic<br />
    • 143. Social Network<br />(Ning)<br />Intrapersonal<br />Linguistic<br /><ul><li>Reflections
    • 144. Reading & opinion
    • 145. Debates
    • 146. Blogging
    • 147. Forums</li></ul>Interpersonal<br />Logical-Mathematical<br /><ul><li>Forums
    • 148. Cell phone enabled </li></ul>Blogging or pics<br /><ul><li>Discussion facilitators
    • 149. Administration
    • 150. Organizing Site
    • 151. Linking sharer
    • 152. Photography
    • 153. Outdoor video
    • 154. Gcast remotely
    • 155. “Roving” reporter
    • 156. Google Earth
    • 157. Record audio files
    • 158. Audacity editor
    • 159. VoiceThread
    • 160. Animoto</li></ul>Musical<br />Naturalist<br /><ul><li>Photography
    • 161. Camera Op
    • 162. VoiceThread
    • 163. Animoto
    • 164. Acting
    • 165. Presenting
    • 166. (Get on film)</li></ul>Spatial (Picture Smart)<br />Bodily-Kinesthetic<br />
    • 167. Ability<br />2. Personal Ability<br /><ul><li>Embedded PD
    • 168. Attention to</li></ul>Clear specific, repeatable actions<br />Recognizable, replicable<br /><ul><li>Seek outside help
    • 169. Immediate feedback, clear standards
    • 170. Mini-goals, set goals for each
    • 171. Vital Behaviors Vital Habits</li></ul>Personal<br />
    • 172. Factors Shaping employee’s motivation to change<br />Leader behavior and characteristics<br />Follower characteristics, personality, beliefs<br />Contextual Influences<br />(Social &amp; Structural)<br />Adapted from Change the Way you Lead Change: Leadership strategies that really work<br />By David M. Herold, Donald Fedor, p 76<br />
    • 173. Ability / Motivation<br />Ability / Motivation<br />Social<br />Structural<br />Factors Shaping employee’s motivation to change<br />Leader behavior and characteristics<br />Follower characteristics, personality, beliefs<br />Ability<br />Contextual Influences<br />(Social &amp; Structural)<br />Adapted from Change the Way you Lead Change: Leadership strategies that really work<br />By David M. Herold, Donald Fedor, p 76<br />
    • 174. Positive Change <br />Motivation<br />Ability<br />Personal. Name a situation in which you wanted to change very badly (AND DID) – Why did you change?<br />Social. Name a situation when you were part of a group of people who wanted change (AND DID) Why did it work?<br />Structural. Name an organization you worked for where positive change happened, what did the organization do to promote it?<br />Personal. Think of one change you need to make to be an effective IT director –what are the things you need to learn how to do to make it?<br />Social. What are some things your cohort of IT directors needs to know how to do to help you change in a positive way?<br />Structural. What are the characteristics of an environment that promotes positive change?<br />7. Influencer. Think of a person who influenced you to change in a positive way and Name the characteristics that made them a positive force for you.<br />
    • 175. Motivation<br />Social<br />3. We needeach other<br />
    • 176. Motivation<br />Social<br />Harness Peer pressurefor good<br />
    • 177. Motivation<br />Social<br />Cohorts<br />
    • 178. Smart Influencers<br /><ul><li>Disproportionate amount of time with formal leaders  use their social influence to encourage vital behaviors.
    • 179. Find Opinion Leaders</li></ul>Motivation<br />Social<br />
    • 180. You don’t have to influence everyone at once<br />Leverage Influence: <br />Formal Leaders<br />Opinion Leaders<br />
    • 181. Dr. Everett Rogers<br />
    • 182. Life Lessons from a Lime<br />
    • 183. Right Message, Right Messenger!<br />“The message is no more important than the messenger,” <br />Donald Hopkins, <br />Carter Center, responsible for eradication of guinea worm in 22 of 30 countries<br />
    • 184. Find your change leaders<br />Ask!<br />
    • 185. Become an opinion leader<br />It Takes Time<br />
    • 186. Characteristics of Opinion Leaders<br />Knowledgeable<br />Trustworthy<br />Generous with their time<br />Influencer p 154<br />
    • 187. Social Motivation<br />Is it politically correct to speak openly about what is going wrong?<br />Make the undiscussable discussable<br />
    • 188. Positive Change <br />Motivation<br />Ability<br />Personal. Name a situation in which you wanted to change very badly (AND DID) – Why did you change?<br />Social. Name a situation when you were part of a group of people who wanted change (AND DID) Why did it work?<br />Structural. Name an organization you worked for where positive change happened, what did the organization do to promote it?<br />Personal. Think of one change you need to make to be an effective IT director –what are the things you need to learn how to do to make it?<br />Social. What are some things your cohort of IT directors needs to know how to do to help you change in a positive way?<br />Structural. What are the characteristics of an environment that promotes positive change?<br />7. Influencer. Think of a person who influenced you to change in a positive way and Name the characteristics that made them a positive force for you.<br />
    • 189. 4. Social Ability<br />NQ – networking quotient<br />The social capital to make change inevitable<br />Draw on others to enable change<br />
    • 190. Positive Change <br />Motivation<br />Ability<br />Personal. Name a situation in which you wanted to change very badly (AND DID) – Why did you change?<br />Social. Name a situation when you were part of a group of people who wanted change (AND DID) Why did it work?<br />Structural. Name an organization you worked for where positive change happened, what did the organization do to promote it?<br />Personal. Think of one change you need to make to be an effective IT director –what are the things you need to learn how to do to make it?<br />Social. What are some things your cohort of IT directors needs to know how to do to help you change in a positive way?<br />Structural. What are the characteristics of an environment that promotes positive change?<br />7. Influencer. Think of a person who influenced you to change in a positive way and Name the characteristics that made them a positive force for you.<br />
    • 191. 5. Building Motivational Structures<br />Rewards should NEVER be your first motivational strategy!<br />
    • 192. Structural Motivation<br /><ul><li>Rewarding people for things they love to do decreases motivation
    • 193. Don’t use incentives to compensate for your failure to engage personal and social motivation.
    • 194. Right Results AND Right Behaviors
    • 195. Watch for Divisive Incentives</li></li></ul><li>DigiDollars<br />From Flat Classroom Conference<br />
    • 196. Positive Change <br />Motivation<br />Ability<br />Personal. Name a situation in which you wanted to change very badly (AND DID) – Why did you change?<br />Social. Name a situation when you were part of a group of people who wanted change (AND DID) Why did it work?<br />Structural. Name an organization you worked for where positive change happened, what did the organization do to promote it?<br />Personal. Think of one change you need to make to be an effective IT director –what are the things you need to learn how to do to make it?<br />Social. What are some things your cohort of IT directors needs to know how to do to help you change in a positive way?<br />Structural. What are the characteristics of an environment that promotes positive change?<br />7. Influencer. Think of a person who influenced you to change in a positive way and Name the characteristics that made them a positive force for you.<br />
    • 197. 6. Look at Your Structures<br />Proquindity is essential<br />Proquindity of People<br />Proquindity of appropriate Data Streams<br />
    • 198. 6. Structural Ability<br />Change the Environment<br />Make the Invisible Visible<br />People will not behave in balanced ways when they have access to only one data stream.<br />To change focus, change the data stream<br />Warning: You undermine the influence of data if you over do it!<br />
    • 199. Examine the Data<br />People will not behave in balanced ways when they have access to only one data stream.<br />To change focus, change the data stream<br />Warning: You undermine the influence of data if you over do it!<br />
    • 200. 6 Sources of Influence<br />Influencer: The Power to Change Anything<br />Patterson, Grenny, Maxfield, McMilan, Switzler<br />
    • 201. Polleverywhere.com<br />Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.<br />
    • 202. How To Vote via Texting<br />EXAMPLE<br />Standard texting rates only (worst cast US $0.20)<br />We have no access to your phone number<br />Capitalization doesn’t matter, but spaces and spelling do<br />TIPS<br />
    • 203. How To Vote via Poll4.com<br />EXAMPLE<br />Capitalization doesn’t matter, but spaces and spelling do<br />TIP<br />
    • 204. How To Vote via Twitter<br />EXAMPLE<br />Capitalization doesn’t matter, but spaces and spelling do<br />Since @poll is the first word, your followers will not receive this tweet<br />TIPS<br />
    • 205. Backchannel<br />Q&amp;A<br />©2009, Victoria A. Davis, Bright Ideas, Inc.<br />All Rights Reserved<br />http://coolcatteacher.blogspot.com<br />
    • 206. 7 Steps to aFlat Classroom<br />
    • 207. 7 Steps<br />Connection<br />Communication<br />Citizenship<br />Contribution &amp; Collaboration<br />Choices<br />Creation<br />Celebration<br />
    • 208. Step #1<br />Connection<br />Yourself<br />Your Administration<br />Your Students<br />
    • 209. Step 1A: Connect yourself<br />Professional Development<br />Get an RSS Reader - www.netvibes.com<br />Share bookmarks - http://groups.diigo.com/groups/educators<br />Listen in – http://www.edtechtalk.com<br />Online Conferences<br />K12 online – http://k12onlineconference.org<br />Networking Organizations<br />Google Teacher Academy<br />
    • 210.
    • 211. The Connection Function<br />Friends = Filter<br />
    • 212. Intentional R&amp;D( EmbeddedPD)<br />
    • 213. Eat a watermelon<br />
    • 214. Not whole!<br />
    • 215. Small bites!<br />
    • 216. The power of Three!<br />Pick three<br />
    • 217. Step 1B: Connect to Administration<br />Rules<br />Examples<br />Discipline<br />Monitoring<br />Academic s<br />Purpose &amp; Plan<br />Sites<br />Don’t forget!<br />Honest assessment of preparedness for this!<br />
    • 218. Policies, Filtration, Admin<br />
    • 219. The Importance of Administration<br />2 choices:<br /><ul><li>Remove the obstacle.
    • 220. Be the obstacle. </li></li></ul><li>Step 1C Connect your students<br />Five Phases<br />of Flattening<br />your classroom<br />
    • 221. Step #2<br />Communicate<br />
    • 222. Communication Continuum <br />
    • 223. What does a flat classroom communication look like?<br />
    • 224. TWO types of communication methods:<br />Synchronous and Asynchronous<br />
    • 225. Synchronous<br /><ul><li>Definition: at the same time
    • 226. Examples:
    • 227. Instant Messaging
    • 228. Voice over IP (Skype)
    • 229. Video Conferencing
    • 230. Face to Face Interactions
    • 231. Webcasts
    • 232. Webinars</li></li></ul><li>Asynchronous<br /><ul><li>Definition: NOT at the same time
    • 233. Examples:
    • 234. Blogs
    • 235. Wikis
    • 236. Podcasts
    • 237. Virtual classroom recordings
    • 238. Recorded Video</li></li></ul><li>Traditional Classroom<br />Separated by Time<br />Qatar<br />Austria<br />USA<br />
    • 239. Flat Classroom<br />Social Educational<br />Network<br />unified space via Internet<br />Wiki<br />Cooperating Teachers<br />
    • 240. Unified by asynchronous communications<br />(wiki)<br />
    • 241. Communicate<br />Wiki discussion tab<br />
    • 242. Communicate<br />Elluminate.com as a synchronous connection tool<br />Presenter<br />Julie Lindsay<br />Qatar Academy<br />
    • 243. Step #3<br />Citizenship<br />
    • 244. Never gamble with what you cannot afford to lose.<br />
    • 245. We never risk<br />
    • 246. HER!<br />
    • 247. HIM!<br />
    • 248. There are safe ways to do what some consider dangerous.<br />
    • 249. But remember the computer will be OK unless…<br />
    • 250.
    • 251. Step #4<br />Contribute &amp; Collaborate<br />Presenter<br />Vicki Davis<br />Westwood Schools<br />
    • 252. Collaboration with individual contribution <br />
    • 253. Accountability:Every studenthas their own ID!<br />
    • 254. Contribute<br />Wiki history<br />Presenter<br />Vicki Davis<br />Westwood Schools<br />
    • 255. Collaborate<br />Ning discussion<br />
    • 256. Step #5<br />Choice<br />Acquire knowledge<br />Produce artifacts<br />Discern<br />
    • 257. Anne Sullivanand HelenKeller<br />
    • 258. Excellentschoolsdifferentiate.<br />
    • 259. Digital<br />Storytelling<br />Intrapersonal<br />Linguistic<br /><ul><li>Script Writer
    • 260. Reflecting
    • 261. Status Reporting
    • 262. Journal process
    • 263. Ideas</li></ul>Interpersonal<br />Logical-Mathematical<br /><ul><li>Call Sheets
    • 264. Production Schedule
    • 265. Asst Director
    • 266. Acting
    • 267. Directing
    • 268. Movie Ideas
    • 269. Vision Casting
    • 270. Scene Scout
    • 271. Scene set up
    • 272. Storyboarding
    • 273. Audio Editing
    • 274. Music Selection
    • 275. Sound Capture</li></ul>Musical<br />Naturalist<br /><ul><li>Acting
    • 276. Presenting
    • 277. Lighting
    • 278. Flow & movement
    • 279. Camera
    • 280. Editing
    • 281. Lighting
    • 282. Storyboarding</li></ul>Spatial (Picture Smart)<br />Bodily-Kinesthetic<br />
    • 283. Wikis<br />Intrapersonal<br />Linguistic<br /><ul><li>Wiki Composition
    • 284. Writing
    • 285. Research
    • 286. Reflecting
    • 287. Opinion
    • 288. Reporting ongroup issues</li></ul>Interpersonal<br />Logical-Mathematical<br /><ul><li>Programming
    • 289. Organizing
    • 290. Widget finding
    • 291. Mentoring
    • 292. Discussion mgt
    • 293. Cell phone enabled </li></ul>Blogging or pics, twitter<br /><ul><li>Live streaming
    • 294. Outdoor dig storytlngor photography
    • 295. Maps
    • 296. Environmental research
    • 297. Record audio files
    • 298. Audacity editor
    • 299. VoiceThread
    • 300. Animoto</li></ul>Musical<br />Naturalist<br /><ul><li>Camera
    • 301. Photography
    • 302. Graphic Design
    • 303. “looks”
    • 304. Acting
    • 305. Presenting
    • 306. (Get on film)</li></ul>Spatial (Picture Smart)<br />Bodily-Kinesthetic<br />
    • 307. Social Network<br />(Ning)<br />Intrapersonal<br />Linguistic<br /><ul><li>Reflections
    • 308. Reading & opinion
    • 309. Debates
    • 310. Blogging
    • 311. Forums</li></ul>Interpersonal<br />Logical-Mathematical<br /><ul><li>Forums
    • 312. Cell phone enabled </li></ul>Blogging or pics<br /><ul><li>Discussion facilitators
    • 313. Administration
    • 314. Organizing Site
    • 315. Linking sharer
    • 316. Photography
    • 317. Outdoor video
    • 318. Gcast remotely
    • 319. “Roving” reporter
    • 320. Google Earth
    • 321. Record audio files
    • 322. Audacity editor
    • 323. VoiceThread
    • 324. Animoto</li></ul>Musical<br />Naturalist<br /><ul><li>Photography
    • 325. Camera Op
    • 326. VoiceThread
    • 327. Animoto
    • 328. Acting
    • 329. Presenting
    • 330. (Get on film)</li></ul>Spatial (Picture Smart)<br />Bodily-Kinesthetic<br />
    • 331. Step #6<br />Create<br />
    • 332. 21st Century Learning Objectives<br />To be able to CREATE<br />Blooms Revised Taxonomy<br />
    • 333. Step #7<br />Celebrate<br />Presenter<br />Julie Lindsay<br />Qatar Academy<br />
    • 334. Student Summit andAwards Ceremony<br />Presenter<br />Julie Lindsay<br />Qatar Academy<br />http://horizonproject.wikispaces.com/Student+Summit<br />
    • 335. Westwood Schools Summit<br />Presenter<br />Vicki Davis<br />Westwood Schools<br />http://flatclassroomproject.wikispaces.com/Summits<br />
    • 336. LACHSA Summit<br />Presenter<br />Vicki Davis<br />Westwood Schools<br />http://flatclassroomproject.wikispaces.com/Summits<br />
    • 337. Vienna International School Summit<br />Presenter<br />Vicki Davis<br />Westwood Schools<br />http://flatclassroomproject.wikispaces.com/Summits<br />
    • 338. Staying motivated!<br />Teacherpreneurs in Flat Classroom teachers are not alone….<br />
    • 339. They find others to fly with….<br />
    • 340. NOT what you are keeping OUT<br />
    • 341. What are you bringing IN?<br />
    • 342. Rediscover your own country!Twitter List<br />
    • 343. Craig Mantin<br />Instructional Technology SpecialistNorth Rockland Central School District<br />
    • 344. Tools to Explore<br />www.twitter.com<br />www.voicethread.com<br />www.learncentral.org<br />www.glogster.com<br />www.wikispaces.com<br />www.classtools.net<br />www.ning.com<br />www.classroom20.com<br />CC Mixter<br />http://docs.google.com<br />Office Live<br />www.spellingcity.com<br />Rubistar<br />http://reader.google.com<br />www.timebridge.com<br />Fireshot (firefox add in)<br />Firefox collections<br />Google related images button<br />1/14/2010<br />Vicki A Davis, Cool Cat Teacher - http://coolcatteacher.blogspot.com<br />229<br />
    • 345. “Cool Cat Teacher”Vicki Davis<br />

    ×