I'm terribly sorry I missed this discussion! What a rich interaction about the book - I read everyone's post so far and wish I were there to chat about leadership and the nature of the book with all of you.
I particularly enjoyed the interactions about what everyone found most meaningful about the book and how it has maybe contributed some thoughts to our own practice.
I think the most important part of the reading for me came in last week's assigned chapters. I wrote about it in an earlier blog that the most essential part of being a leader is the ability to make others powerful. http://1734realtime.blogspot.com/2012/08/week3-reading.html
Despite the fact that this may seem as though it is common sense, I do think it warrants constant repetition. All leaders need to be reminded of the nature of their position and this is a good mentality to have.
I also appreciated to heads up for next month. It's good to get a little preparation as many of us are starting school very soon if we haven't already. Thanks for a great rich discussion - see you in twelve!
Friday, August 24, 2012
Week4 Reading
Reading
“Certain things in life are best done in person.”
I found chapter nine to be the most impactful. I think part
of the reason I did was because of the quotation above and how it applies to my
action research project. The project was to implement a blended learning model
in an eleventh grade history class. I recall one of my doubting colleagues
remarking, “Well Broz, if they[students] like it that much they don’t even have
to come to class”.
Al had a good point. We implemented an entirely computer
based credit recovery program for students who were unsuccessful during the day
program and his conjecture was implying that I was making my classroom
obsolete.
Of course I laughed and disagreed with him, saying “Then
they [students] would miss all the antics!”
I really enjoyed my action research project and I think it
had a great impact on student learning; however, nothing can replace the human
element in education.
The other part of the reading I found particularly
meaningful came from chapter eleven when the author discusses the idea of
creating a framework for possibility. In particular on page 163, the author
wrote about the practice of framing possibility. Number three in the list is to
“Keep distinguishing what is ‘on the track’ and what is ‘off the track’ of your
framework for possibility.” I think this holds particular weight for teachers
and frankly for all professionals who continually reflect upon their practice.
Because none of us are ever entirely perfect, being a reflective person is
almost necessary. If we continually distinguish what is in the realm of
possibility and then dismiss things that get us “off track”, our practices and
personal relationship to our profession will inevitably improve.
Week4 Leadership Post
Leadership
Writing about leaders who I admire is sort of a challenging
task for me. See I’m not a very good follower. I was the kid in class who had
to do things differently. Who had to argue with the teacher’s and eventually
professor’s opinion. When I worked at
the restaurant waiting tables, I used to create my own specials and tell my
tables and eventually the kitchen. I thought they were better modifications of
our menu anyway. When I worked for the airline I refused to say “Happy
Holidays” to people. I said “Happy non-denominational winter holiday” simply to
mock the fake well wish. I was good at being a stock broker as long as my
clients listened to my suggestions. As a teacher I have numerous letters of
insubordination from three different principals. I like to play devil’s advocate.
I frequently think I’m right.
I asked my boy and he said “Pop, I think a good leader is
one who is courageous and fights for those who can’t fight for themselves.” The
boy is absolutely right. Of course there are many other personality traits that
go into being a good leader, but he said courage because in his mind a leader
is someone who advocates for what is right regardless of the consequences.
In my earlier days of being sort of a pain to my teachers,
restaurant managers, airline supervisors I think I was simply posturing for my
own ideas to be heard. I mean changing the restaurant menu is not exactly a
grand cause to fight for. Nor is modifying a holiday salutation (but I’ll tell
you – almost all the customers cracked up with the non-denominational holiday
comment. I think I added a little humor to an ordinarily mundane salutation.
But then again… I think I’m always right.) Actually, as I reflect on many of
these situations in my past, I think I was battling for a different point of
view, a laugh or a creative idea. As
I’ve gotten older and really don’t live for myself anymore, I’m glad to say
that those insubordination letters came in defense of my students and their
programs. I continue to advocate to my students and teachers. The last two
principals I’ve had were good leaders – they listened and worked with us to
make our school better. Where they lacked the courage to stand up for what was
right, they knew there was someone waiting in the wings just itching to dance
that line of insubordination again.
I think I’m getting closer to my boy’s idea of what a good
leader is.
It’s impossible for me to select one individual to write
about as a good leader. I firmly believe that all of us can be good leaders if
we allow ourselves the courage to be one. Everyone is different and leadership
styles are as unique and necessary to all professions as are the ones they
lead. I’d add only one thing to the definition of “courage”. Conviction.
Conviction and courage.
Week4 Response to Rhonda
Rhonda's Post:
My comment:
Rhonda,
I'm glad you seemed to like this book - and you're absolutely right about embracing all of life. I think it's truly the only way to appreciate everyone around us. I too liked that part on 146 - shifting the focus of our thought to what we'd like to see happen rather than see a battle in front of us. I think that's a great way to approach teaching and really all situations in life.
Michael
Getting to the “We Story”
The Art of Possibility has created the opportunity for so many reflections. There are so many ways in life that we teach. Engaging with others is a journey of experiencing how our stories and our understandings lead us along the paths we share. Chapter nine begins with the term of enrollment. Defining it as a practice of generating a spark of possibility for others to share (p125). I think that is significant. We create the possibility for connections, relationships, bonds or what ever they are called to exist. We are the creators of the experience.
With that in mind I think it is also important to understand that the author did a good job of introducing Rule #6 early in the book. Allowing the reader to adapt a perspective first of not taking thyself to seriously. Giving us permission to ease up and release some of the tension that may be held in places we’ve not yet discovered. Having the space to relax and realize that life is a journey and each part of the journey is offering something to have, hold, and learn. Chapters nine and ten create some interesting thoughts of mindset, definitions, and legal spheres as influential in the stories we unfold.
I particularly liked page 146 Turning attention to what we want to see happen, with none paid to what you need to win, fight, or fix. If we were to live with that in mind would the experiences we have be forever changed? There is a lot to be said, as on page 147, for the world of measurement and its amplification of the process of life. Getting to the story of we takes the whole book. Each chapter and all that are described. Getting to the end of a good book is sometimes a realization of how we have connected to the story, the characters, and the possibility that things in life can be what we choose to create and have a meaning beyond the scope of one particular perspective.
Embracing all of life to me has become the path that leads to peace.
My comment:
Rhonda,
I'm glad you seemed to like this book - and you're absolutely right about embracing all of life. I think it's truly the only way to appreciate everyone around us. I too liked that part on 146 - shifting the focus of our thought to what we'd like to see happen rather than see a battle in front of us. I think that's a great way to approach teaching and really all situations in life.
Michael
Week4 Response to Bryan
Bryan's Post:
As I continued reading through chapters 9 to 12 of The Art of Possibility, I find myself continually impressed with the style of Zander’s writing. It challenges the reader the really think about everyday times where one can be instinctively negative about a situation and reframes it to raise the question of where did I learn to think of this situation, thatway? Not to turn this into a review of the book, to save time, I liked it; I’m going to dissect my favorite parts from these chapters. I especially found inspiration in Chapter 9 where Zander took a hard no about holding a concert in a venue to a massive opportunity where the odds were stacked against him, conducting an orchestra for a school in a vastly underprivileged area where many assumed that culture was a lost cause. Not only did Zander and his orchestra rise to the challenge of performing for these children, they exceeded expectations and were a rousing success. It was during this chapter that I started to think about the influence music has had on my life, and some of the many times that music has really raised my spirit to overcome obstacles. Then I thought about Chapter 9 again and thought why wouldn’t live music in this school be successful? To assume a taste in music based on socioeconomic status and race is pointless, I’ve heard the arguments on this, but at the end of the argument music is still music and has the capacity and power to touch anyone whose ears it hits.
International Space Station, image courtesy of the Wikimedia Commons
I also really enjoyed the idea of “being the board” as chapter 10 suggests, because it does provide a more favorable way of presenting situations. While I can’t say that some of the examples Zander used would find much solace in “being the board” it is a healthier way to frame a bad situation. This chapter had a great example in Zander writing the letter to his student about learning to not lash out about situations out of his control, and I’m sure anyone who has been in charge of a monumental task where many things can go wrong, can sympathize with Zander’s position in this story. I have to admit that I’ve not only been in the position Zander was in, I’ve taken the same path he did by lashing out and becoming a burden to the supportive people around me. While I can’t say that “being the board” is a philosophy I could see myself subscribing to in order to solve a tough situation, I can see the value in taking a few minutes to cast that light on a negative situation before acting in regrettable manner.
It was at this point where I found myself reading my second favorite chapter of The Art of Possibility, Chapter 11. The part where Zander describes having his students write comparisons of playing music to the work that the engineers do at NASA. I immediately enjoyed the notion of musicians writing to NASA to speak to the inspiration and imagination that both these fields require to work well. It was especially rewarding to read how touched these engineers at NASA were by these letters, and the fact that they sent them into space to inspire the astronauts and remind them why they do the work they do. In fact, my second favorite quote from this book fell in chapter 11, “I am here today to cross the swamp, not to fight all the alligators.” As an educator, particularly the math teacher in me, that particular line resonated with me. Sometimes just having a positive attitude about the situation can win the battle. I think to that end, this is probably what Zander’s greatest message was throughout the book, that one can lose sight of how great the things in front of them truly are if they choose to frame everything in a negative light. I would contend that this was the most uplifting chapter of the book; because of the way it framed a situation that hadn’t changed or been disrupted at all, but found a new more positive way to look at it. I think as an educator it gets easy to forget the world of possibility seated in front of us each day when we get bogged down with all the white noise of collecting data, and performance evaluations, and so on.
As I came to chapter 12 I was actually excited to see how Zander wrapped this book up, and I have to admit I haven’t gotten that into a book in quite some time. To be honest, I was expecting a massively grandiose message and felt a little disappointed when I finished chapter 12. Not to say that Zander’s message of looking at situations in the “we” instead of the “I/You” wasn’t good, I think we (and all of our personal relationships) could certainly benefit from doing so from time to time. I just built up this idea of a huge overarching message that I assumed had to be coming, but in reality that wasn’t Zander’s message in the first place. In fact, in the coda following chapter 12, he even states himself that this book wasn’t written to “cure” your problems; but, after reading this and allowing Zander to do a little mind expansion, I can certainly see how this line of thinking could make a lot of things in life easier and eliminate a lot of unnecessary stress.
My comment:
Bryan,
That was a great summary of the assigned reading – with quality reflection. I have to say that I didn’t completely enjoy the book as much as others, but then again – I just don’t really like books like this. The one thing that I laughed about as I read the end of your post was that you were slightly disappointed that there wasn’t some grand final message. I was thinking, “Oh thank God!”
I also agreed with your assessment of “being the board”. That’s not really how I roll either. I’m ok with patience, but reactions are frequently warranted.
Great post as always!
Michael
That was a great summary of the assigned reading – with quality reflection. I have to say that I didn’t completely enjoy the book as much as others, but then again – I just don’t really like books like this. The one thing that I laughed about as I read the end of your post was that you were slightly disappointed that there wasn’t some grand final message. I was thinking, “Oh thank God!”
I also agreed with your assessment of “being the board”. That’s not really how I roll either. I’m ok with patience, but reactions are frequently warranted.
Great post as always!
Michael
Sunday, August 19, 2012
Week3 LeadershipProject
The findings from this project should be presented to all high school stakeholders. The applicability of the findings could apply to all high schools, but districts that struggle to employ useful expensive technology could especially benefit. This presentation will be submitted to the Florida League of IB Schools, FLIBS and the International Society of the Social Studies(ISSS). Both of these venues provide access to districts of varied wealth and dedication to the incorporation of technology.
Week One Leadership Project Post
Week Two Leadership Project Post
Presentation
Week One Leadership Project Post
Week Two Leadership Project Post
Presentation
Friday, August 17, 2012
Week3 Response to Angelo
I sort of envy that you have this reaction to The Art of Possibility. It's not that I don't like it, but I sort of want to experience the "ocean of pictures". Oh well - I guess its just not my kind of book.
I agree with you though - its a cool read and while most of the advice or plan seems to be largely common sense, there were a few parts that were quite entertaining. I really liked chapter 6 and I agree - it was pretty hysterical.
I suppose when I'm reading it I tend to think of all the stories I could tell. Maybe that's my individual ocean of pictures! Great post as always Alf!
I agree with you though - its a cool read and while most of the advice or plan seems to be largely common sense, there were a few parts that were quite entertaining. I really liked chapter 6 and I agree - it was pretty hysterical.
I suppose when I'm reading it I tend to think of all the stories I could tell. Maybe that's my individual ocean of pictures! Great post as always Alf!
Alf's Original Post:
One of the biggest takeaways from reading this particular book is that I have never seen myself so enthusiastic about diving in. Let me reiterate that the “Art of Possibility” by Benjamin and Rosamund Zander is one of those books that you cannot put down; it is a brilliantly refreshing account of the lessons and stories about enjoying life to the fullest. I really like the format of the writing so far because when I read I don’t see words, rather I see an ocean of pictures before me–every chapter is filled with paintings of concepts that I truly understand and appreciate, because the lessons are so applicable in my own life.
Allow me to give a brief summary of each chapter (5-8). Chapter 5 is about stepping down and letting others lead. I have heard it said a lot from teachers that it a humbling and genuine experience when the students teach the teachers. Chapter 6 teaches us to lighten up using Rule Number 6 (hilarious. Chapter 7 is about being present to the way things are so that we can have clarity on the next step we should take. Chapter 8 is about giving way to passion, that is to let go of restraint and participate fully. Benjamin Zander, in one of his anecdotes, referred to this as going “Beyond the F*ck It”. I also learned from these chapters the difference between the calculating vs. central self. I am now striving to be more in contact with the latter because I can see how much good it does for me and for everyone else around me.
Image courtesy of FreeDigitalPhotos.net
Week3 Response to Steve
Steve,
As always, I love your commentary. I really enjoyed chapter 6 of the book as well because it is so important to find the humor in work and in life. I thought it tied nicely with chapter 5 because 5 seemed to be more about recognizing the fact that leaders are only as good as the ones they lead. So often, leaders take themselves so bloody seriously that they forget about the other humans that put them there!
I've never read that other book that you referenced, but I'm thinking of giving it a look. I like The Art of Possibility, but I can't say its my favorite type of a read. I tend to enjoy these stories, but have plenty of my own I suppose.
Great commentary as always Steve!
Wk 3 - The Art of Possibility - Ch. 5-8
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| Ram Das - Be Here Now Lama Foundation - New Mexico - 1971 from wikipedia.org |
Reading Chapter 5, "Leading From Any Chair" made me think about the many times that my students taught me something, or led the class into a deep conversation that I had not planned. Many times in our Wimba sessions we each take our turn leading and moving the conversations forward. If we all remember that all humans are of equal worth, then the dichotomy between teacher and student begins to break down and unforeseen possibilities will arise.
Chapter 6 is my favorite chapter in the book so far. The wonderful "Rule #6: Don't take yourself so goddamn seriously" is such a great piece of advice. If it is true that "all is invented," then that includes the invented way in which we view our own selves. If we are honest with our selves, we would see that on the grand scale of the Universe, our individual lives are meaningless and insignificant. However, the same honesty can reveal that on a human life scale, each individual life is meaningful and full of possibilities. We just need to "lighten up" to see these truths.
Finally, Chapter 8 implores us to give into our passions. Allow the energy of your passions to guide your path through the Universe of possibilities. Open your heart and allow the Universe to sing in the uniqueness of your inner voice.
Week3 Reading
p. 68
“…but his true power derives from his ability to make other
people powerful.”
The quotation above was the most valuable part of this
week’s reading. I think it embodies everything a teacher is and should be.
There were several stories in the sixth chapter that had to do with one person
making others more powerful, but I think the statement itself is extremely
powerful.
I have witnessed teachers and principals who are so self
interested and self-righteous that they seem to forget that it is those they
lead who make them great. Unfortunately for both they and the led, there is
generally a swift fall from grace and tremendous disappointment for everyone
involved.
I think this is of particular interest as the discussions
surrounding teacher evaluation continue in both the political forum and the
teachers’ lounge. There are some evaluation models that solely score the
teacher’s lesson design – that model doesn’t even require children! There are
others based more on student performance, which really doesn’t even require the
teacher! Obviously this is a tremendous debate and one that I’m fairly
interested in, but just like many teachers evaluate their students
holistically, so should teachers be evaluated. It’s almost impossible to
measure what a great teacher is because the true power of the teacher lies in
the hearts of their students. The seed of possibility that teachers offer
students makes them powerful.
The last couple chapters of the reading sort of
lost me. I liked the “let it be” portion that highlighted a difference between
being resigned and aware. I think that is an important piece for many educators
because although we might not like the way things are, there is always an
opportunity to succeed in the face of challenges
Saturday, August 11, 2012
Week2 Leadership Project
The
action research I have completed isn’t really confined to social studies
classrooms, but I do think it could offer social studies, particularly history,
a new edge towards further student engagement. To that end I have selected two
conferences to which I will submit my completed leadership project.
The
International Society for the Social Studies is currently accepting submissions
and I think that would be the perfect venue to encourage the use of online
discussion forums to augment classroom studies. Having been to an associated
conference in New York, I’m know that ISSS does welcome a handful of
presentations on methodologies that support the advancement of the social
studies.
The
other conference for which I am considering submission is the FLIBS (Florida
League of IB Schools) conference in December of 2012. FLIBS is a certified
training agency by IBO that hosts a number of international conferences each
year for educators involved in the International Baccaleaureate Organization.
After having been to a FLIBS conference early this summer where they welcomed
mini-presenters to enhance the otherwise heavily academic workshops. I think a
short presentation to instructors about the benefits of incorporating online
discussion forums could be impactful for many students.
Of
course I initially considered the Hawaii International Conference on Education,
but that decision was grounded in little other than its location.
Week2 Response to Steve
http://fsstevel.blogspot.com
Steve Wrote:
Why Teach?
After making the case that “it‘s all invented,” where “it” refers to our perception of reality, the Zanders invite us to re-define ourselves in the “University of Possibility.” Chapter 2 urges us to look beyond the confines of the “world of measurement” to stand “in the great space of possibility in a posture of openness, with an unfettered imagination for what can be.” Chapter 3 allows us the privilege of giving ourselves an “A.” Release our selves from the imprisonment of measured standards. Become the self that you see earns that “A” grade. This seems to be a great way to utilize the power of visualization, and improve ones ability to succeed.
At the age of 13 I traveled to Israel and visited The Dead Sea, the lowest point on the Earth’s surface. After that experience, I saw a documentary about Sir Edmund Hillary’s ascent to the top of Mt. Everest, the highest point on the Earth’s surface. It became a goal of mine to get as close as possible to Mt. Everest, and I achieved this goal in 1987 when I trekked 350 miles through the country of Nepal, reaching the Mt. Everest expedition base camp, and then hiking up to the peak across from Mt. Everest known as Kala Pataar. I had now witnessed the majesty of the mountain the Nepalese call Sagamartha (Mt. Everest) with my own eyes.
The Everest trek fulfilled my dreams of seeing the highest and lowest points on Earth. Metaphysically, I had experienced the highs and lows of the Earth, and a great deal of the in-betweens as well. When I returned home, I became depressed. I felt (mistakingly) that there was nothing else to learn. I don’t know why, but I pulled myself together with a single thought. I had seen the highs and lows of life; it was to time to give back. It was time to contribute. It was time to teach. Reading Chapter 4 of the Zander’s book brought this memory back to my life.
My Response
Steve,
That could and should be the driving force behind any teacher. I absolutely love to see what my students come up with - the different ideas they have about how to approach sociological or economic dilemmas. I tell them all the time that they are far smarter than I am! (Some of them agree to quickly though...)
I appreciate you sharing your story about visiting the highest and lowest places on earth. I think that was a very cool analogy and I'm glad it led you into teaching! Even though you've seen the top and bottom of the world - there's a whole lot of good stuff right here in the middle!
Thank you for your reply to my post too!.
Week2 Response to Mavy
http://emdtblog.wordpress.com/
Mavy Wrote:
Mavy Wrote:
As I read this week’s chapter I was puzzled at early on as to how this book was going to be applied into our lives. I reread the chapter looking for the purpose of this book. This is what I got out of it.
I enjoyed reading Chapter 3 and 4 because it really touched home. As a child, I have always been taught to see the potential all human beings. I know everyone has the potential to achieve whatever they want. I am the type of teacher that when a student comes in, they are “A +” human being to me, with great potential, even if they are not showing it. Educators strive to guide them into believing they can achieve excellence.
The current educational system deviates greatly from the ideals many educators possess. Frankly, today’s learning environment strays away from encouraging learning; with that being said, it is funny (to which I mean sad) to see the system push students to compete with one another to the point where if don’t succeed, they are labeled a failure. For example, are students who cannot pass the FCAT in Florida to graduate failures? Considering grades, ability to handle high stakes testing, and overall character, the question deserves to be asked and scrutinized. Now the reading helped to better understand that when students go beyond the grade, and truly fulfill their true potential, they can amaze.
Another things I learned from chapter 4 was being a Contributor. I became a teacher not only for what I can offer my students, but what I can gain as a learner as well. During my time teaching, I always strive to give my all for my students. I spent countless hours preparing and implementing my knowledge to my students; however, I have times when my students can contribute something new in thought or perspective about how they see art. I have afforded them freedom to contribute to the class and become an equal. I have learned that when we let students have a place where they can give more input then receive, they change their mindsets. I have revised lessons many times to improve the way I teach, as well as where students contribute, but one thing that does not change is that when I give my students the chance to feel like they are a contributor and share, all of them blossom. We work to improve each other and make a difference in lives are around us.
My Response:
Mavy, I really had the same reaction when I was reading the first couple chapters. I sort of didn't get the point of the book - and then I sort of got sucked in anyway. I definitely like the statement you made about being a contributor. So many educators seem to simply deliver information to students and then grade the student's output. Encouraging students to contribute something new and exciting is truly a wonderful way to approach teaching.
Friday, August 10, 2012
WeekTwoReading
The Art of Possibility
c1-4
This is an interesting book stocked with stories and commentary surrounding attitudes towards productivity and contribution. In the first couple chapters I felt more as if it were a self-help book than one that would actually apply to the EMDT program, but nevertheless, I read on. By the time I completed chapter four, I didn't want to stop reading! Although the book thus far is more about mindsets and attitudes than implementing technology or lesson designs, there is poignant commentary for not only educators, but all professionals.
"In the realm of possibility, we gain our knowledge by invention."(20) Of all the sentences in the first four chapters, this one resonated strongly with me. I'm going to make a poster of it for my classroom! I have always strived to make my classroom one of possibility, but in the past several years I've tried to really teach history slightly differently. History can be a little dry, so I restructured almost all of my units in sort of a "choose your own adventure" sort of way so that students can discover and consider various possibilities. We do a lot of hypothesizing and predicting now. Students have learned to consider a particular option and predict the ramifications of their decisions. One example in particular that comes to mind is the Reconstruction Period after the Civil War. Students had to compile a thorough reconstruction plan for the nation that included rebuilding the South, educating the freed men and women, creating jobs, reassuring the North of rebuilt southern allegiance, etc. The students were initially concerned that "they'd guess wrong" - that wasn't the point. Once they got over it, they realized that anything was possible in their plan if they could defend its purpose.
In what could have been a few day lecture of the actual reconstruction plans, students were allowed to invent their own solutions. At the conclusion of the unit, they were merely informed of what was actually done - many of their invented plans contained attributes of the actual reconstruction plans. Students gained a thorough knowledge of not only the historical reconstruction plans, but a deeper knowledge of what reconstruction of a broken nation might entail. I realized their depth of understanding when we later critiqued the Fourteen Points at the end of WWI.
I think it is important for educators to create an environment of possibility for students to invent and explore. It is a decidedly American trait to innovate and create and that's what students should always have the opportunity to do. (Of course they need to copyright it though...)
c1-4
This is an interesting book stocked with stories and commentary surrounding attitudes towards productivity and contribution. In the first couple chapters I felt more as if it were a self-help book than one that would actually apply to the EMDT program, but nevertheless, I read on. By the time I completed chapter four, I didn't want to stop reading! Although the book thus far is more about mindsets and attitudes than implementing technology or lesson designs, there is poignant commentary for not only educators, but all professionals.
"In the realm of possibility, we gain our knowledge by invention."(20) Of all the sentences in the first four chapters, this one resonated strongly with me. I'm going to make a poster of it for my classroom! I have always strived to make my classroom one of possibility, but in the past several years I've tried to really teach history slightly differently. History can be a little dry, so I restructured almost all of my units in sort of a "choose your own adventure" sort of way so that students can discover and consider various possibilities. We do a lot of hypothesizing and predicting now. Students have learned to consider a particular option and predict the ramifications of their decisions. One example in particular that comes to mind is the Reconstruction Period after the Civil War. Students had to compile a thorough reconstruction plan for the nation that included rebuilding the South, educating the freed men and women, creating jobs, reassuring the North of rebuilt southern allegiance, etc. The students were initially concerned that "they'd guess wrong" - that wasn't the point. Once they got over it, they realized that anything was possible in their plan if they could defend its purpose.
In what could have been a few day lecture of the actual reconstruction plans, students were allowed to invent their own solutions. At the conclusion of the unit, they were merely informed of what was actually done - many of their invented plans contained attributes of the actual reconstruction plans. Students gained a thorough knowledge of not only the historical reconstruction plans, but a deeper knowledge of what reconstruction of a broken nation might entail. I realized their depth of understanding when we later critiqued the Fourteen Points at the end of WWI.
I think it is important for educators to create an environment of possibility for students to invent and explore. It is a decidedly American trait to innovate and create and that's what students should always have the opportunity to do. (Of course they need to copyright it though...)
Week2 Wimba
What a great discussion - I'm sorry I was unable to attend. There were a few things that really stood out to me throughout the course of the session. The first was the culture of innocence that has long "protected" users of copyrighted materials. People frequently take clips and use music to supplement their presentations with no intention of copying or profiting from the usage. Abroad, cultural norms seem to support the copying, adjusting and rebranding of original works. Mavy's comments about Brazil really supported not only the culture of innocence, but the actual culture of sharing that exists in many other nations. Thanks for that insight Mavy.
The other part of the discussion that really stuck with me was the need for some sort of global understanding to protect both the creators and rebranders. I think Rhonda put it best that many people now create things and make them available via the internet. Many of these creators do not seek financial compensation for their works, but merely some sort of recognition because many have created in the spirit of sharing. I think this is sort of an important point because although large companies and artists who rely on their creations for income are fighting one battle, the millions of smaller creators wouldn't necessarily fight the same battles.
The other part of the discussion that really stuck with me was the need for some sort of global understanding to protect both the creators and rebranders. I think Rhonda put it best that many people now create things and make them available via the internet. Many of these creators do not seek financial compensation for their works, but merely some sort of recognition because many have created in the spirit of sharing. I think this is sort of an important point because although large companies and artists who rely on their creations for income are fighting one battle, the millions of smaller creators wouldn't necessarily fight the same battles.
Saturday, August 4, 2012
WeekOnePeerResponses
Bryan's Post
Bryan,
First of all - way to make a Wordle! That was a fantastic introduction to your commentary! I think you really highlighted the most important part for educators - the fair use portion. Sometimes when the discussion about copyright and trademark comes up there can be some panic amongst educators because we frequently do not review the legal ramifications of our educational piracy. It really is quite a relief that most of the things that we do fall under the fair use policies.
I do think that you're commentary in the last paragraph of your post is poignant - "To be safe...a content creator should always try to get permission from the copyright holder if they intend to use or build upon their original copyrighted ideas..." That is certainly true.
Thank you for your solid assessment of all of the resources. I think you have a very good and unbiased view of the topic.
Mavy's Post
Mavy,
That was a great reflection on all we've learned from the extensive resources provided! I think the part I liked about your discussion the most is that we simply have to "wait" until some more parameters are placed on copyrights.
I appreciate your recognition of the fact that we are in an incredibly transitional phase where copyright law could go either way. It's important that we continue to use things as appropriately as possible and with permission. I think we all can agree that, as far as education goes, we would never want to deprive artists of their work, we'd simply like to broaden their audience.
Using copyrighted materials in education is not really about any sort of personal gain - in fact it could build a consumer base for an artist. I think most educators use copyrighted material in order to broaden their students' horizons or teach things that the original art aimed to do in the first place.
Great commentary Mavy!
Bryan,
First of all - way to make a Wordle! That was a fantastic introduction to your commentary! I think you really highlighted the most important part for educators - the fair use portion. Sometimes when the discussion about copyright and trademark comes up there can be some panic amongst educators because we frequently do not review the legal ramifications of our educational piracy. It really is quite a relief that most of the things that we do fall under the fair use policies.
I do think that you're commentary in the last paragraph of your post is poignant - "To be safe...a content creator should always try to get permission from the copyright holder if they intend to use or build upon their original copyrighted ideas..." That is certainly true.
Thank you for your solid assessment of all of the resources. I think you have a very good and unbiased view of the topic.
Mavy's Post
Mavy,
That was a great reflection on all we've learned from the extensive resources provided! I think the part I liked about your discussion the most is that we simply have to "wait" until some more parameters are placed on copyrights.
I appreciate your recognition of the fact that we are in an incredibly transitional phase where copyright law could go either way. It's important that we continue to use things as appropriately as possible and with permission. I think we all can agree that, as far as education goes, we would never want to deprive artists of their work, we'd simply like to broaden their audience.
Using copyrighted materials in education is not really about any sort of personal gain - in fact it could build a consumer base for an artist. I think most educators use copyrighted material in order to broaden their students' horizons or teach things that the original art aimed to do in the first place.
Great commentary Mavy!
WeekOneLeadershipProject
I've been giving presentations practically all of my life. I was rather public when I was in high school and college. My first careers included public relations and finance - then I became a high school teacher giving presentations six times a day! This project poses the opportunity to revisit my presentation skills with a slightly different audience.
I have to admit that I'm hedging towards the published journal article, because that is something I've never done. The only things I've had published are comments and official statements on behalf of the companies I've served. But one must sort of admit where one's strengths are.
I would like to present a meaningful commentary on how urban students and urban teachers can harness the technology at their fingertips. The previous course on learning management systems really highlighted the importance of students being able to access class material from their proprietary technology (smartphones or other wi-fi enable devices). I think that a presentation geared towards this utilization would be of some benefit to the larger learning community.
In addition, I feel as though I could share the modest increases in actual grades of my students during my action research implementation period. Although the increase was not astronomical, it did seem to demonstrate that students who were engaged in an online discussion outside of the classroom would ultimately become more engaged in the class. Additionally, the largest statistical increase came when I employed a platform that was accessible via mobile devices.
I think these findings are significant to not only urban educators, but to all educators. Although I would love to be able to publish an article, I feel as though I'd be better suited to make a presentation to reach the same end.
I have to admit that I'm hedging towards the published journal article, because that is something I've never done. The only things I've had published are comments and official statements on behalf of the companies I've served. But one must sort of admit where one's strengths are.
I would like to present a meaningful commentary on how urban students and urban teachers can harness the technology at their fingertips. The previous course on learning management systems really highlighted the importance of students being able to access class material from their proprietary technology (smartphones or other wi-fi enable devices). I think that a presentation geared towards this utilization would be of some benefit to the larger learning community.
In addition, I feel as though I could share the modest increases in actual grades of my students during my action research implementation period. Although the increase was not astronomical, it did seem to demonstrate that students who were engaged in an online discussion outside of the classroom would ultimately become more engaged in the class. Additionally, the largest statistical increase came when I employed a platform that was accessible via mobile devices.
I think these findings are significant to not only urban educators, but to all educators. Although I would love to be able to publish an article, I feel as though I'd be better suited to make a presentation to reach the same end.
Thursday, August 2, 2012
WeekOneReading
Copyright and Fair Use
Well there was certainly plenty of room for learning this week. I suppose I didn't consider the true ramifications of piracy until this point. It's of course understandable that artists should be compensated for their creations, but in the world of secondary education there is much sharing of ideas and materials without any obsession with earning. Perhaps it's because most secondary education professionals don't enter the career with their proprietary ideas in mind, but moreover I think it's an atmosphere of collaboration.
The part I found most interesting from this week's reading was that other nations, such as Nigeria and Brazil, have a totally separate view of piracy. It seems that those producers have identified a niche market where their products, even if they're adapted from an original work, have room to grow and change to produce a different type of entertainment.
I can really only poignantly reflect on my own teaching where I've used music and feature films to assist in illustrating points to students. Under the fair use law, I could have certainly communicated events or ideas without these materials, but they enriched the learning experience. For example, when I used to teach "Systems of Government", The Lion King was a staple in illustrating clips of the benefits and risks of a Monarchy. The clips I showed along with the notes and teaching made it stick in the students' minds. I think I've ruined the movie for most of my students because they all think of the structure of government now, but that just goes to show that a six second clip is not enough to illustrate the point!
I appreciate the efforts of both the artists and the consumers in this controversy. I think it's important that creators be appropriately compensated for their works, but for a high school teacher planning a unit, it seems almost ridiculous to contact Disney, Inc. for permission to utilize clips of a film. Moreover, the reinvention of music with either new lyrics or new beats, is a fantastic learning tool. I had a class this past year who re-wrote "We Didn't Start The Fire" with lyrics from 2000 on. It was a fantastic learning experience for the students and they ended with a product to be quite proud of.
I look forward to time when lawyers and executives are done with this argument. Compensation and protection is necessary for creators, but reinvention and different usage is also necessary for consumer/creators. One would hope that there would be no ill intention on the part of the consumer/creator;therefore, to the casual observer, one would hope the original artist would be flattered and pleased with the continued usage of their original piece.
Well there was certainly plenty of room for learning this week. I suppose I didn't consider the true ramifications of piracy until this point. It's of course understandable that artists should be compensated for their creations, but in the world of secondary education there is much sharing of ideas and materials without any obsession with earning. Perhaps it's because most secondary education professionals don't enter the career with their proprietary ideas in mind, but moreover I think it's an atmosphere of collaboration.
The part I found most interesting from this week's reading was that other nations, such as Nigeria and Brazil, have a totally separate view of piracy. It seems that those producers have identified a niche market where their products, even if they're adapted from an original work, have room to grow and change to produce a different type of entertainment.
I can really only poignantly reflect on my own teaching where I've used music and feature films to assist in illustrating points to students. Under the fair use law, I could have certainly communicated events or ideas without these materials, but they enriched the learning experience. For example, when I used to teach "Systems of Government", The Lion King was a staple in illustrating clips of the benefits and risks of a Monarchy. The clips I showed along with the notes and teaching made it stick in the students' minds. I think I've ruined the movie for most of my students because they all think of the structure of government now, but that just goes to show that a six second clip is not enough to illustrate the point!
I appreciate the efforts of both the artists and the consumers in this controversy. I think it's important that creators be appropriately compensated for their works, but for a high school teacher planning a unit, it seems almost ridiculous to contact Disney, Inc. for permission to utilize clips of a film. Moreover, the reinvention of music with either new lyrics or new beats, is a fantastic learning tool. I had a class this past year who re-wrote "We Didn't Start The Fire" with lyrics from 2000 on. It was a fantastic learning experience for the students and they ended with a product to be quite proud of.
I look forward to time when lawyers and executives are done with this argument. Compensation and protection is necessary for creators, but reinvention and different usage is also necessary for consumer/creators. One would hope that there would be no ill intention on the part of the consumer/creator;therefore, to the casual observer, one would hope the original artist would be flattered and pleased with the continued usage of their original piece.
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