Agenda Activists -- English Language Arts
Notes: April 26, 2011 eCurriculum

ePlaces already established: ----> Free ecurriculum (does not include English)

Credit Recovery-- Brain Honey -->Free teacher accounts.
Step-by-Step directions on how to get started. Aligns assignments and quizzes to

Moodle ---website to use to create a blended classroom

Flordia Virtual School ---edtech website and it’s on the wiki at the bottom of the
page - polling with text messages

Our role:
• Defining the “vision,” the what of our discussion

World Cafe
Hosting duties:
1. Individual tables:
2. Shared Tables
Jolene and Curtis
Kirstey and Kathryn

During cafe:
1. Hosts stay at table
2. Make sure everyone gets a chance to talk.
3. Anyone can write down on the paper.
4. Don’t discuss what the curriculum is, but rather what it will look like.

1. Round 1: Record answers on flipchart.
2. Round 2: Share key points from the last group. Discuss.
3. Round 3: Repeat.
4. Round 4: Repeat.

Big Question:
What would effective instruction look like in the classroom with this new e-curriculum?

Questions to ask during discussion:
1. How do we make this teaching different than our old teaching on the computer?
2. What does a blended classroom look like?
3. How do you implement that curriculum; what tools will you use?
4. How to engage students, so they’re not just working in isolation?
5. How do we manage this?
6. How do we motivate students?
5. How do we manage it?
6. What does a blended classroom look like?

How to record:
1. Flipchart page while in cafe
2. At the end of the day, we will add answers from flipchart to a document on gmail documents (which will need to be put on the wiki eventually).

  • We will have an overview before the Cafe.

Common Core--

Iowa Online Curriculum
1. How much can we change this curriculum?
- That hasn’t been decided, but there is not going to be someone looking over our shoulders either. It should work for us to work as needed.
2. Can we see everyone’s students when people look at his/her individual roster?
- We’re not sure. We need to find out.
3. How do measure individual student accountability?
- It has assessment built in and places where teachers can create their own.
4. Can we choose our own novels?
- We don’t know yet. The online course might suggest one, but you might do a different one instead.
5. The short stories are on the curriculum web site.
6. Can we make accommodations for kids (like rdg. aloud)? Yes.
7. Is there a real-time component in Moodle?
8. How much autonomony will/should teachers have with using this?
9. What do we do if district’s set curriculum does not
10. Would be nice to have this as a tool and then guidance on the side?
11. Can the modules be taught out of order?
12. How well will this work on trimester & when I may not have the same kids?
13. Are all of the AEAs on board with this?

It’s about ALL kids in a grade level having common experiences--to level the playing field for kids.

There is a lot of confusion over the curriculum which is holding many people up?
What are we doing this for? Are we not creating the class? No, we are implementing and revising the curriculum.
We need clarification over our purpose in this project. What are we doing? Are we following orders and adding our input for revision?
We want an extension for access to the Florida curriculum.
Can there be a change in date for the vetting process so teachers can start working with the curriculum around June 1, to prepare for the Fall.
We all really enjoyed the conversations; we learned a lot about different strategies to use. The social networking was GREAT! We would like to continue with networking with one another. We need to use each other more.
Who is hosting the Moodle site? We can’t all be linked together. We need separate pages (English Page, Science Page, etc.). Some schools may need a formal request so that they can use it with other schools. Legality issues.

What would effective instruction look like in the classroom with this new ecurriculum?
Jolene and Curtis’ table

Group #1:
student driven
scaffolded possibilities
seamless technology
not lock-step
tasks that engage students - their interests - their passions
authentic product
more rigorous
applicable to all
process oriented and/or product oriented?
community oriented?
differentiated to meet needs of all
insconstructivist design -- each idea builds upon previous idea
non-terminal (learning/application doesn’t end when the course ends -- will facilitate love
for learning and self-discovery)
multiple formats? -- googledocs, moodle, wikis, blogs, jing, ping, edmodo
safe learning for all learners
open teacher/student communication
student centered

Group #2:
self-directed, but giving content they wouldn’t discover on their own
students responsible for their learning
model examples
teacher provides guidance
what is it that we want students to learn? know? understand? do?
learning expectations
meaningful work?
where will the work be shown? who will see it? Real audience!! -- Authentic outlet!!
parents, school community, home community, peers...
Learning communities for students in different schools and districts -- students teaching
each other and learning from each other!
formative feedback!
move from extrinsic motivation to intrinsic motivation - continual learning goes on and
on and on and on
shared vision with community

Group #3:
always need extended activity or back-up plan if computer is down
online discussions to help with in-class conversations
experiential learning in class -- hands-on

Group #4:
peer teaching, self-directed learning, teacher as facilitator, teacher intervenes with direct
instruction as needed, student choice/control, but sometimes teacher has to
create the parameters so they are learning the skills
skill steps must be mastered -- connect to their interests and passions
sharing student work among schools -- real audience
sharing student work among peers -- peer critiquing and editing

technology challenges/issues
heavy front-loading at beginning of the year
student buy-in; buy-in for all stakeholders
collaboration among students
digital footprint understanding -- students have to get it -- netiquette
student ownership
classroom management issues
take responsibility for own education -- unlearn the “game of school”
how will we know that we have grown as educators and how will we assess our
students’ growth
Specific methods/activities that can be used to inspire a self-directed learner?
How do we teach kids that just because it’s on the web, it doesn’t mean it’s true?
How do we incorporate inquiry-based and problem-based learning?
Learning the facts vs. deep understanding

Ellen’s group wants to know if we must pay for the Moodle course (the online course running from May-July). Is it optional, required, for grad/recert. credit...? -- see <> -- yes, we have to pay for the grad credit or renewal credit, but we also get a $500 stipend (I think)

Agenda Activist
Notes: April 27th

can we get a copy of the slides from the 8:00 am presentation on the community of Practice?
thank you

Kirstey and Katherine's World Cafe Notes

What does effective instruction look like using the curriculum?
1.Using a wiki everyone share ideas, then we put them together-using research based strategies
2.interaction btw students and instructor
3.How to empower the students as much as possible?
4. Student to student interaction
5. Social media
6. giving kids access to the world
7 the competition is important - schools can compete against each other or inter-school teams compete against each other

Group 2
8.tie the curriculum to other disciplines- Sigerney (sp) School does a Renaissance Fair
9. Iowa Core
10. Able to explore their own passions and weaknesses
11. Better testing and more games- lots of online options w new textbooks

Group 3
12.teaching citizenship and social skills when communicating w others (teach them how to respond appropriately- online etiquette)
13. Accountability

Group 4
Issues w implementation
1. The more kids are doing, the less it looks like the teacher is doing since there is no lecture or notes. It takes so much organization when we front load.
2. Formative assessment
3.student centered- not what are we teaching, but what are they actually learning?
4.letting go of control

Group 2
5. How do we empower the community and the parents?
6. Adding rigor where students have assessments at their level and different numbers of assignments
7. We need students to buy into the program
8. We need time to plan and prepare. We're back herein July and start school mid August
9. Do we use this curriculum in all sections?
11.How can we help those students who move mid year so they don't miss important info

Group 3
12. Availability of computer labs
13. Bandwidth issues

Group 4
14. Do we have the same level of buy-in from all teachers? Continuum of involvement
15.schools rules need to be reexamined- their phones could be necessary and helpful
16. The ITED's don't access the Iowa Core
17.Process- how do we show their work online? Rough drafts for LA, work for math, etc
18. Linear-mastery of concepts before moving on
19. Do we need an IA copi discussion for collaboration?
20. What are going to do about kids who are absent w no computers at home? How do we catch them up w/o falling further behind.