I like to start my mornings with a cup of coffee and the latest edition of The nwp Daily. I used to start the day with a visit to my Google Reader and Bloglines accounts to see if my favorite bloggers had posted anything new. The nwp Daily has really streamlined the process of staying current for me because many of my smart, smart NWP colleagues are up before me, already gleaning the latest gems about teaching and learning – and not just blog posts, but Tweets too. Everyday I receive a wealth of thought-provoking ideas, questions, resources, research, etc., to ponder, to return to – and to share.
And so it was this morning, when I clicked on link in a Tweet from @mrami2 (Meenoo Rami), and opened Psychotactics.com‘ s article How to retain 90% of everything you learn. It’s not that the hierarchy is earth shattering; but it certainly affirms what good teaching – which certainly has a direct impact on learning – is all about:
To summarize the numbers (which sometimes get cited differently) learners retain approximately:
90% of what they learn when they teach someone else/use immediately.
75% of what they learn when they practice what they learned.
50% of what they learn when engaged in a group discussion.
30% of what they learn when they see a demonstration.
20% of what they learn from audio-visual.
10% of what they learn when they’ve learned from reading.
5% of what they learn when they’ve learned from lecture.”
This school year, I’m coordinating an Advancing Network Uses (ANU) grant from California’s K12 High Speed Network (via ARRA funding). The grant has allowed me to showcase teachers in my district who are extending teaching and learning by integrating technology into the core curriculum. To date, I’ve filmed 12 of the 21 classroom lessons I’ve promised the state. In all 12 lessons, students have opportunities to collaborate and create, part of the criteria for their teachers being selected for the grant.
Since reading the Psyhchotactics article, I now realize these talented teachers (fearless explorers) also bring one more gift to their students: whatever the final product might be, students’ collaborative work also involves students immediately teaching or implementing all or bits of the initial lesson. Kind of an “ah ha moment” for me.
For a peek into why I predict students in my ANU Teach 21 grant will retain 90% of what they learn, check out a field journaling lesson in Lesley McKillop’s class:
I’ll be back next month to share snippets of Teresa Cheung’s Stories from the Heart project and Terri Mills’ Listen to the Wind project (which are exemplary not only for all of the above reasons on retaining learning but also for learning English, both informal and academic).
Following on the heels of my trip to the CUE Conference, last Wednesday I headed over to our Sacramento Educational Cable Consortium (SECC) to help judge the SEVAs (Students Educational Video Awards). As I sat with a team of teacher reviewers scoring middle school entries, I kept thinking about Mathew Needleman‘s second graders’ amazing going-beyond-Open Court productions , such as as Camouflage Jones – Private Investigator. Making an award-winning film requires more than a well-designed storyline and storyboard. A bit of background in basic camera shots can make all the difference in grabbing and keeping an audience’s attention (and scoring judges points)!
As part of my district’s DOLCHE project, we provided participating teachers with a copy of Niko Theodosakis’s The Director in the Classroom. As engaging and comprehensive as this resource is, it does not include a section on basic shots. Fortunately, to complement Nikos’s book and videoconferencing trainings, my talented DOLCHE partner Krishna Harrison-Munoz jumped in with both a teacher workshop and a student workshop on basic shoots, much of which is included in her Roadmap for the New Video Producer and her Roadmap for the Student Video Producer.* Combine this handout with Mathew’s Kinds of Shots Tutorial, and even I (Queen of Bad Photography) feel confident about taking digital storytelling to the next level.
*Note: This was my first time using the K12HSN’s edZone to upload a document. Very easy! And I love having all that free space for uploading!
I’m joining in this morning’s K12 HSN videoconference to learn more about edZone – a suite of applications for educators trying to figure out how to bring more of the blocked applications from the public Internet (e.g., YouTube, Blogger, Flickr) into their classrooms. EdZone offers basically unlimited storage for documents, videos, and podcasts for California educators. Coming up soon: wikis, moodle, and instant messaging. For non-California teachers, administrators, and IT folks, I think you’re going to be impressed with edZone, which could certainly be replicated in other states!
Benefits of edZone:
And did I mention that edZone if completely FREE?!
If you haven’t seen the National School Boards Association’s Creating & Connecting: Research and Guideline on Onliline Social – and Educational – Networking, it’s a fast (12 pages) read that might provide your site and/or district administrators with a new perspective on the value of blogs and blogging as a tool for learning.
The attention-grabbing statistic for me was that nearly 60% of online teens and ‘tweens say they use social networking to discuss education-related topics, with 50% stating they actually discuss homework! And I quote:
“ In light of the study findings, school districts may want to consider reexamining their policies and practices and explore ways in which they could use social networking for educational purposes.”
Thank you to SCOE‘s John Fleischman for sharing this report during last week’s K12 HSN meeting. Discussion of the report findings prompted #1 IT guy Bob Carter to share how his whole understanding of the value of social networking changed during a recent workshop with Alan November.
Thank you Nat’l School Board. Thank you Alan November.