Friday, November 8, 2013

Discovery: new body part!

Ladies and gentlemen, they've done it again. Researchers have discovered what they believe to be another ligament that connects the thigh bone to the shin.

While this is fascinating simply because it showcases the amazing complexity of the human body, it is also useful as it could easily improve sports medicine.

Read more on BBC Health:
"New ligament discovered in knee, Belgian surgeons say" by Smitha Mundasad


Thursday, November 7, 2013

Adorable: Wedding at West Point

Now this is what makes America great.

The link leads to a lovely photo memoir of the first male couple to be married at West Point.

"The photos show other moments. Daniel, exhausted from another day studying, closes his eyes as Larry embraces him and kisses his neck. After a run by the Lincoln Memorial Reflecting Pool in Washington, Larry hands Daniel a flower.
Daniel, 28, graduated from West Point in 2007; Larry, 27, two years later. He served for a year before receiving a medical discharge. The two started dating after they met in Seattle last December, when Daniel, who had been deployed to Kabul, Afghanistan, was on rest leave."
The photographer, Jill Knight, also did lovely story on a surrogate mother called "Special Delivery."

Wednesday, August 28, 2013

A series of (self-imposed) unfortunate events: Going to to dentist

My tooth has been bothering me for about a week. It makes it sort of hard for me to open my mouth and the pain goes up into my ear. We asked the Peace Corps office in Accra and they gave us a few options, one of which has an office in Takoradi. Lucky me! I was able to make an appointment for Thursday at two pm with the doctor from Accra, who comes out once every other week.


The rest of the Trinity Yard staff suggested that I find something earlier, since the last tro (public transportation van) leaves for our area around four. Although the Accra doctor didn't have any more openings, the doctor in residence did have something at eleven. Fine by me. My boss Brian said that of course I could go, asked that I make copies for him at a copy place called “Super Moonlight,” and gave me 30 cedis. Maa't, our cook, asked for 15 cedis worth of onions (about seven dollars worth, so perhaps two pounds?). Niifio, our jokster Yard boy, asked for a girlfriend and a loaf of bread.


To my delight, my travel insurance said that they would cover up to $500 in dental costs, excluding things like crowns and bridge work. Brian said that here I could buy a whole new mouth for that much money. Great.


The tro from Cape Three Points heading in the Takoradi direction leaves at 5:30 in the morning. A friend saved me a seat, and I climbed to the top of the hill near our house to catch it. When I woke up it was still dark, but by the time I got on the tro, I could see colors in the trees and the road. I was squeezed in a row with three other people, behind the gaggle of older women going in to Agona to sell fish (the smell told me).


I'm not sure whether I slept or not, but I do know that it took well over an hour to get to the tro station in Agona. I bought a hard-boiled egg and hopped on to the next tro that would take me to Takoradi.


By 7:50, we had arrived in Takoradi. I was grateful that it had been a quick trip – two hours is really as good as it gets here, even though on American roads, I'd say that the drive would take half an hour. I went immediately to buy the bread, because the staff has a very specific bakery and brand that they prefer, and the vendor regularly sells out. When the cashier handed me the loaf, I was impressed by the heft of it. This was no light and squishy Wonderbread, this was the “special edition.” No really, they call it the special edition.


It was only 8:15 and I needed to get out some money for the dentist. My friend Ago had told me that a trip to the private doctor where he goes in Accra costs 10c edis, plus whatever the medication costs. I figured that the dentist might be more, but certainly 100 cedis would be enough. I walked to the ATM and pulled out my wallet, only to realize that my wallet and credit card were locked in the safe back at the Yard.
This was going to make the trip tight, but not impossible, I reasoned. If I just skipped buying the onions, I could probably have enough to cover the basic fees and still get home, given the prices Ago had quoted. That being said, the dentist is pretty far away from Market Circle, where the tro station is, and since I was going to have to pay for a taxi, I wanted some exact figures.
I called the office, but it was still closed. I walked clockwise around the outside of the market circle, stopped to say hello to the woman who sells us mangoes, and then walked counterclockwise around the inside of the market circle. Only 8:30.


Instead of continuing to wander and risk looking like a tourist or worse, like I needed help, I sat down on the curbside and opened my book. Thank God I brought a book. I had been planning on reading it in the waiting room of the dentist, but I decided that this curb was an extension of the waiting room, since I was, in fact, waiting for the dentist.


A few people said hello, and a few kids asked for money, but by and large folks left me alone. (That would NEVER have happened in Senegal or Ecuador.)
Eventually, the hard concrete made my butt hurt and I wandered off for Brian's copies. While I was able to easily find “Super Moonlight” (how could I miss it with a name like that?), I was a little confused about the protocol. There were several Ghanaians behind computers, typing, and a woman behind a mostly empty display case. I decided she was my best bet.


“Oh, I'm sorry, I don't work here, but you can take your copies to the woman in the corner.” I crawled over the other people to get to her, realizing that these folks were the employees and they were retyping things that had already been written because the customers needed a digital file. The woman I visited was typing up someone's resume and cover letter. While the letter was pathetic, the number of errors the typist had made was rather impressive, and I was glad all over again that I had a job and that I didn't have to send any more of those wretched letters. She opened up the files from the USB drive I gave her, and finally figured out how many copies I needed, and motioned me to sit. I went back to my book.
After I had completed two chapters, I realized that even the most archaic copy machine didn't need that long to make twenty color copies. Oh, the attendant said, the copier is broken. Only the color printer works.
I looked at the printer. It was the kind with printing tape; I hadn't seen one since I was ten. Then I looked at the pricing page, taped to the top of the display case. Color copies, .05 cedis. Color print-outs, .50 cedis. And then the last page of Brian's document came out.
“Ten cedis.”


Outside, with some fifteen (loaned) cedis to my name, I checked the time. 8:50. I tried the office again and this time the receptionist answered.


She has a really nice accent, sort of a friendly British inflection, and remembered me right away. I asked how much the appointment would cost, she spent a minute looking through the books (since I had changed the appointment) and then she said something that I couldn't really understand before my phone cut out. I thought that she had said “fifty dollars.”


I couldn't call her back until I bought more credit for my phone, so I wandered around to find an Airtel guy and did the whole “one cedi credit please yes I'm American yes I'm married thanks bye.”


The receptionist, ever patient, repeated the cost. I told her I didn't understand. She explained that the cost was in American dollars but that she could gladly convert it to cedis for me. And was I in pain, because that would require an x-ray and that would be another hundred and fifty dollars. I fumbled awkwardly, saying that I had left my credit card at home, and asked if I could perhaps charge it to my account.
This kind, graceful woman gently said “well, we don't generally do that, but how much do you have with you?”
“Um...under a hundred cedis.” Because yes, 15 cedis is under a hundred.
“Well, dear, I think rescheduling might be a better option. Let's see, his next opening is two Thursdays from now.”
Fine, great, it's done, whatever. It really doesn't hurt that bad, and if it's going to come out it's going to come out whether I go today or next Thursday. Time to go home.


Catching the tro to Agona wasn't bad at all; people make this trip often and the tros leave regularly. Once in Agona, I found the tro that passes by Trinity Yard School, and buried my head in my book, much to the dismay of the various vendors and middle aged men that tried to talk to me. The tro only took about half an hour to fill up (they won't leave until they're above capacity) and as soon as we left, the guy next to me pulled out his phone, turned on his music, and turned the volume up to “deafening.”
Oh boy.


Fifty minutes in to the drive, I realized that I was both loosing my ability to hear and my ability to control my temper. I got off at Ketakor, about two miles from the Yard. I decided that it was better to walk and cool down than flip out in the crowded tro.


The cooling down was, of course, metaphorical, since it was the hottest afternoon since I had arrived in Ghana. The bread, whose density I had previously admired, and the book, whose companionship I had so appreciated, were now lead weights in a thin plastic bag. The outfit that I chose for waiting in an air conditioned dentist office was now woefully dusty and decidedly toasty. The real reason the weather bothered me was because I was out walking instead of doing laundry. Due to the sea air and the humidity, it is generally hard to get things to dry here, but this was prime drying time.
Our friend Faustina walking up the (nice portion of the) road that I mention here.



I got home around 1:30. As I was eating lunch's leftovers, Brian listened sympathetically to my forgotten credit card tale and, when he was sure that I was done feeling sorry for myself, asked if I could drive the van to pick up manure.


My first response was absolutely not. Then I realized that, if I didn't drive the van, we would never pick up the manure, and if we didn't pick up the manure, the garden would never be fertilized, and if it wasn't fertilized, none of the others would help me plant it or take care of it. For some reason they were all dead-set on the idea that the soil needed more nutrients, and that this specific cow poop, located just outside of Agona, was exactly what it needed. I was not eager to use cow manure because it can easily burn the roots of the plants and, because the garden has lain fallow for several years now, it probably doesn't need much enrichment. We had been stuck in this deadlock since the day after my arrival.


Begrudgingly, I agreed--as long as there was no physical labor involved.


As we hooked the trailer to the back of the van, the kids (they're technically teenagers, but still very much kids) decided that they wanted to ride on it. I was happy to let them come, but I didn't want them riding in the back, especially given the state of the roads. But they insisted and, despite my protests, eagerly hopped on as if it were a hayride.


A word about our driving conditions: the roads here are generally quite good. We do not live on a road, however. We live down a long, rocky path of compressed red dirt and rocks. It takes about fifty minutes to reach the paved road. It is a jaw-rattling, bumper-car-esque ride until then. As those of you who have driven with me before might imagine, it is not a driving experience that I relish.


Down the path we rambled, a trailer full of giggling teens in tow being coated in dust.


Unexpectedly, a very large truck hailed us. The two men in the cab looked angry.


“Please! Let them in the car! It is not good in the back!”


It took us a minute to understand what was happening. Brian and I were in the van, and the kids were in the trailer. That meant that the (white) Americans were in the car, and the (black) Ghanaians were gathering dust outside. The men thought that we were being racist.
We tried to explain that they had chosen to ride in the back, and I asked the kids to explain it to the men in the truck, but they just yelled at the men in English (which we were already doing) and stayed on the trailer. Eventually, the men drove off in disgust.
Sigh.


There was nothing unusual about gathering the cow manure, other than the fact that I did indeed end up doing a good bit of physical labor and , by the end, we were all covered in a fragrant layer of powdered shit.


To me, the most interesting part about this whole adventure is that none of this is that interesting here. Details that would be intensely noticeable in the States (a foot-long lizard running through church, strangers holding my hand, naked old men lathered in soap on the side of the road) we consider commonplace. That's why I try to write everything down, because it's not until I look at it through my more “American” lens that I realize that every single second here is a ridiculous adventure.














Tuesday, June 4, 2013

Definition of REAL learning

"Learning starts with a problem and continues with the application of increasingly complex ideas and increasingly sophisticated skills to increasingly complicated problems." - Thomas Ehrlich

Amen.

Sunday, March 31, 2013

Zombies: a week of unorthodox learning with the undead

For our Creativity Week group, we took a suggestion from the students. They wanted to do live action roll playing, they wanted to perform, they wanted to camp, and they wanted to cook. Plus, they wanted to somehow involve a zombie apocalypse. So my ever-wonderful co-teachers and I decided to roll all of this into one fabulous project and the ZAG (Zombie Apocalypse Group) was born. 

The Survivalists (attempt to) build a tent

We divided our larger group into five teams (three lead by teachers and two lead by Seniors), each of which focused on a different task:


1. Survivalists (working to prepare any survivors for life in the wild): outdoor survival skills

2. Scouts (preparing us to act as zombies): learning the Thriller dance and designing make-up

3. Sympathizers (trying to understand the zombies' point of view): making a documentary about the lives of zombies

A Scientist making grains
4. Scientists (creating the anti-zombie serum with grains): cooking up delicious various grain combinations in the forms of cookies, tortillas, pancakes, rice, etc (with lots of supervision but no instruction)

5. Specialists (providing in-depth knowledge about zombie history, behavior, etc): creating a wikipedia-esque data base of zombie facts

We also just did some stuff that is plain ole fun. 


We went to see "Warm Bodies" in theaters. (I was very grateful for the director's humanizing stance of zombies).

Jose showing off our make-up...
and his best zombie face
Furthermore, a Zombie Apocalypse would not be complete without a dangerous exchange between the undead and the living, so of course we had situations in which students were being zombified. These battles were overwhelmingly exciting but also had strict rules. You can access our full rules of engagement here but basically, zombies could be cured either via a sock ball to the chest or by eating grains. In case you weren't aware, zombies aren't actually out in search of brains but GRAINS...it's all  big misunderstanding.  The battles were pretty much dodgeball games with lots of groaning. The kids loved them and so we carefully coordinated the attacks at random times across the week, infecting different teams which would then attack other teams, whereupon the battles would ensue.

We created (very sticky) zombie make-up out of corn syrup, chocolate syrup and food coloring.
Applying make-up

Learning Michael Jackson's moves
Our final coup de grace was a glorious guerrilla performance of Michael Jackson's Thriller. The entire group (that's 27 kids and three teachers) learned the entire Thriller dance in less than three days and then rocked it in front of the entire school. The Scouts learned it themselves first and then taught it to the rest of the students in smaller groups.

Practicing Thriller 

In the end, I think the students came away with an educational yet non-traditional learning experience. 

He's been zombified!
Some had learned how to direct and edit videos, while others learned that you can't make bread rise without baking soda or powder. Some learned how to start a fire, while others learned how to teach dance. Regardless of their team, the students had to work despite limited resources and repeated failures. Most importantly, they were all quite proud of themselves and we all had a blast! (Although let me tell you, us teachers were exhausted!)

Creativity Week

My school is a pretty unique place. One of my favorite parts about my job (other than my relationships with my students, which is far and away my favorite part) is that I get to coordinate Creativity Week. This means that I poll students and staff to find out what sorts of wacky projects they would like to work on and then facilitate a week of work and presentations where they just go to town on the project of their liking. 

This year some of the projects included:
-building a Rube Goldberg machine
-Junk Art (making art from found objects like magazines, bottle caps, egg cartons, etc)
-Slam Poetry
-Film making
-KPOP
-Zombie Apocalypse!

Here's a video about a few of the different groups, made by the Creative Media group.

I really loved seeing the students outside of the traditional educational setting. If only we had Creativity Week every week!

Monday, February 18, 2013

What if social media is bad for both introverts AND extroverts?


Is social media anti-introvert?
 [Please note that I said introverts and not shy people.]
My dear friend, who is quite the introvert, never uses his social media. He uses the internet all the time, but it is usually to "consume" and not "contribute" and the sources are usually information-related not people-focused. Social mediums, like Facebook and Twitter, just aren't interesting for him. This makes sense: people wear him out, so wouldn't people on the internet wear him out, too?

Then I started wondering if social media is rough for extroverts too.
Extroverts (myself included) find nourishment from other people, so social media should be ideal for us. But often times, I'll find myself going to Facebook looking for company, only to get off half an hour later feeling jealous and even more lonely. Although I "interacted" with several people, I didn't have the pleasure of their company and human energy, which is what revives me.

Jake Reilly's "Amish Project" inspired these questions:

Tuesday, February 5, 2013

Student skits

My Spanish students wrote skits to use their phone vocabulary in a more authentic setting. These delightful videos are what came of what was just going to be a normal homework assignment. I love being in a setting where we can go with the flow and change our class plans in order to meet the students' interests.

Thomas really likes anime and he's always drawing cartoons for class, so his skit involved some anime characters.
Miya loves Maroon 5, so she focused her skit on Adam Levine. 
I was so happy with Rebekah's skit, especially given how quiet she is in class!
Guess they really wanted to go to WalMart. 

Tuesday, January 29, 2013

Is education a part of the service industry?


Recently, I have been thinking about how educators need to carefully consider and construct their material in ways that is palatable to their "clients" and how these clients are actually two different target audiences: students and parents. In my lesson planning, not only do I need to make sure that my students will be engaged and actively learning, but I have to make sure that the parents will find the content and methods acceptable for their child. 

This led me to ask if education falls under the category of "service industry," where the customer is always right. Wikipedia says
"The service sector consists of the "soft" parts of the economy, i.e. activities where people offer their knowledge and time to improve productivity, performance, potential, and sustainability. The basic characteristic of this sector is the production of services instead of end products. Services (also known as "intangible goods") include attention, advice, access, experience, and discussion. ... Service providers face obstacles selling services that goods-sellers rarely face. Services are not tangible, making it difficult for potential customers to understand what they will receive and what value it will hold for them."

Although you might disagree with me when I say that education is not about the end product, I think there is little question that education does indeed focus on "attention, advice, access, experience, and discussion." That, in fact, is a fantastic summary of what I would like to provide to my students. 

However, if education does fall into the tertiary sector of the economy, it means that our goal as educators is to please those we serve, exactly because it is "difficult for ... customers to understand what they will receive and what value it will hold for them."

So, are educators to cater to what our clients want? If so, we must ask if we are to prioritize the wants and needs of our students or those of the parents. 

Or are educators bound by some different code and driven to present material that is judged by a different standard, and therefore less immediately pleasing to our "customers"? I fear that consumer-driven education would perpetuate homeostasis, where students only learned what they found enjoyable and what was directly related to their parents’ experiences. I’ve found that my most rapid personal growth has happened when I was in situations far removed from the world of my childhood, the exact world that my parents (ever so lovingly) crafted.

I must admit that part of this train of thought stems from some parents questioning what I am teaching their children. To a certain extent, I understand their point of view: they know their child better than I do; they have more invested in their child than I do; they will live with their child far longer than I will. Ultimately, I do not get to make the over-arching decisions regarding the life of the young person. But I still wonder: am I working for knowledge, or for parents?

Thursday, December 13, 2012

El Gran Gatsby: a trailer

My wonderful Independent Spanish Study student made this trailer for The Great Gatsby...but in Spanish. She did all of the translations herself. There was no assignment; she just decided that she wanted to do it and she up and did it!
Nice work, Alex!

Sunday, November 4, 2012

English is changing

This year, I teach Language Arts (English), Life Skills, and the Senior Seminar in addition to Spanish. This has given me an opportunity to see our students writing in English. While it is nice to be able to see a visible change in students work thanks to my efforts, I would rather not have to do this much work. That is to say, these students are not good writers, especially in terms of spelling and punctuation.
But, as a linguist, I can also respect that my students will define the future of our language and that, in the end, many of their habits will become the new norm. Here are a few of my predictions based on their writing.

1. Either periods or capitalization will disappear. Maybe both. I'm leaning towards the demise of periods, though.
2. Speaking of capitalization, "I" isn't going to stay capitalized for very long.
3. "A lot" will become one word.
4. Something drastic is going to happen with our spelling. While I completely agree that the internet and widespread access to technology (and the accompanying auto-correct tools) has standardized language, it also means that kids do not know how to spell for themselves. I see orthographic changes happening in the written informal writing of English, French and Spanish.
5. Contractions are losing their punctuation. I doubt that there will be a written difference between "its" and "it's" or that the contraction of "I am" will keep the apostrophe.
6. The use of commas is changing. I don't quite understand it fully, but I think that it is being used anywhere where there should be a break but the author isn't ready to end the idea.
7. Homophones' spelling will merge. I see "I ate there, two," and "Are you going to?" a good bit. It throws me off guard every time, but the kids read over it without pause.

What do you think, fellow English teachers? What did I miss?

Friday, November 2, 2012

Independent learning in Langauge Arts

I write this as a follow-up to my previous post about our Language Arts class and their goal to change the world through writing.

Right now, they are all working independently.  Here's what they're doing.

-One is reading The Last Child in the Woods on GoogleBooks.
-Another is looking up celebrities that were bullied.
-The animal-lovers are conducting informational interviews over the phone. (They just made a blog -- check it out!)
-A pair is writing a skit to perform for children in local hospitals.
-Several are sending out surveys to their classmates to gauge knowledge and interest.
-The designer is learning how to actually make clothes (instead of just dream about them).
-My language learner is tutoring others on LiveMocha to understand how language is acquired.
-One is making a blog about the human heart.
-Two are engaged in a hot debate about what to do next.
-My peacenik is researching Gandhi.

Man, are they focused! They don't even have instructions. I just asked them to have a specific goal for today and to come back to me in an hour to describe their progress to the class. I am one lucky duck to have kids so dedicated and interested!

Tuesday, October 30, 2012

Why my students call me HollyAnne

Recently I visited another school's campus. This is a very wealthy private school, with incredible facilities.
Although this was not the purpose of our visit, it was a nice reminder to see how other schools work, to observe the formal relationships between the students and the teachers, to see the kids in uniform, to see how traditional private schools are structured. It was sort of a breath of fresh air that put my life on campus in perspective. 

Frankly, it made me more thankful than ever to be at my relaxed, tightly-knit school for low-income students. In fact, I might go so far as to say that I like our system better. (Well, the informal aspect of our system.) Here's why.

My students here call me HollyAnne because that is my name. My friends call me HollyAnne, my family calls me HollyAnne, my coworkers and employers call me HollyAnne. The students know me the same way that everyone else does, because I am the same person in all of these settings. I do not change my personality around the students. That would be a. a lot of work for me and b. unrealistic for them. They do not have to guess how I act during the weekends, or how I would react if I were to get extremely mad. They know the real me; there is no formal facade for them to try to break. (Not only is this less effort for me, but it also means that the students ask me fewer rude questions and spend less time trying to push my buttons.) 

My students come over to my house (I live on campus) because I live there. My friends, my family, and, on rare occasions, my employers come to my house. The students come to my house the same way everyone else does; I invite them over like I would anyone else. They have cooked in my kitchen, worn my sweatshirts on cold days, and cried into my couch cushions. Not only does this help my students understand me better, but it also shows them ways of life or traditions that are different than the ones that they experience in their own homes. In the same way that study abroad and the resulting interaction with cultures is a positive opportunity for growth, so is seeing the everyday lives of other people in their own community. 

My students are treated the same way as my family, friends, coworkers, and employers. I do not classify them according to age in the same way that I do not classify my friends by race or economic status. In my opinion, treating individuals with equal cognitive ability as lesser because of their age qualifies as age discrimination. I do not think that any sort of discrimination is appropriate in a teacher-student relationship (or any relationship, for that matter). Furthermore, by treating the students as equals, I am asserting their inherent value.

We do our students a disservice when we are distant and "adult-ish" because that promotes the idea that adults are somehow different. I've spent my entire life thinking that adults are somehow superior to younger folks, only to realize (at the age of 24 -- since apparently now I'm an adult too) that adults are just as petty, hurtful and self-centered as children are, if not more so. Why do we perpetuate this idea that adults are a different class of being? What is purpose? Have we found there to be positive results in this formalized system that exceed those of informality?

Some might argue that this informal approach doesn't give our students the chance to learn how to interact with respect and deference with their elders. Quite the contrary, I think that our students act with more respect towards their elders because they deeply understand what it is like to be an adult...because of their relationships with their teachers. Adults for them are not far-off, untouchable idols, but real human beings with emotions and needs. 

Fundamentally, our informal system supports my decision to treat students as valued, albeit less experienced, equals: it gives me the freedom to behave as myself (thus affirming my own value as an individual) and it shows the students the type of respect that I hope they will emulate in the world beyond our campus.

Sunday, October 28, 2012

Changing the world through writing

This year, I was assigned to teach 9th grade Language Arts. Exciting, indeed, but completely unknown territory for me. This summer, I decided that the entire course would have one goal: to change the world through writing.

So we started by writing about our personal passions, those things that excite us, that put that feeling in our stomachs or in our minds.
Frankly, I was expecting to hear a lot more about MMA street fighting or shopping, but as always, the students helped the old adage about assumptions come true (except that I was the only donkey).

Our next step was to think about how those passions could help other people. Most of their interests had to do with other people anyway, and so in most cases, the connection wasn't much of a jump. Jose, who came alive after a summer camping experience, immediately decided to create an outdoor education trip of his own. Christian, who is obsessed with all things fashion, began creating his own clothing line that would be modeled after Toms' One for One business approach. Yadi wants to become a missionary surgeon; German is determined to make pacifist decision making an option for everyday Americans; Diego wants to help "normalize" mentally impaired people...for some the connections to other's needs was immediate.
Then there were others, like Elizabeth. Elizabeth loves to perform. She is naturally dramatic. But how does theater help others? I decided to like Elizabeth figure that out for herself, and she came up with some decidedly relevant propositions. First, she said, performance is a cultural activity that brings people together, helps express emotion, and retain and promote socio-cultural identity. Therefore, performance should be accessible for all, not just those who can afford to go to professional performances or who have theater programs at school. I was impressed: that is a very clear link between her interest and the well-being of other people.

We needed more information, so we spent about a week online, researching their topics and finding an "e-mentor" (someone or some organization that writes about their field of interest). We spent a day learning about commenting and they all made comments on their various blogs.
Lo and behold, some of the e-mentor answered. Christian received a reply from Toms. "They think I'm a real adult!" he said, quite triumphantly, but not without an honest dose of surprise.
Diego received a detailed email from his e-mentor, who told him that she was impressed by his ideas.
German received answers back from professionals all over the United States, including university professors, priests and social workers.

At this point I got a bit nervous. Is this ok? Am I crazy to think they can do this? Looking for some outside input and in a bit of a leap of faith, I asked the students to write essays for our school's Board of Trustees. These essays explained why they are passionate about these topics, what they are planning to do and how the Board can help them in their process. I shipped off four sets of essays and one of our school's largest donors wrote back. She said:
"I was most impressed with your thoughtfulness and ideas for improving our community.... While I have spent a great deal of time as an adult trying to make the world a better place, I know that when I was your age this had never entered my mind. I am greatly inspired by you."
Now that was a jubilant day in class.

This is all very exciting, don't get me wrong. But this is also not yet any sort of real change. So I set them free. They could do whatever they wanted as long as it involved writing or reading, it was related to their topic, and it was school appropriate.
Magic happened. Christian started designing dresses and calling fabric stores for donations. Diego invited the entire school to participate in a charity walk for disabled students. Elizabeth made phone calls to local hospitals with children's wards, asking if she can come teach the kids the basics of performance. Jose wrote business letters to the local chapter of Leave No Trace and No Child Left Inside.

Are they getting better about comma splices and sentence fragments? Marginally. Can then parse a sentence? Probably not. But here's what they are getting:
-They know that writing is useful in real life and not just something they'll use in school.
-They know that writing is not boring.
-They know that their dreams are not merely fantasies but instead valuable and actionable plans.




Wednesday, August 29, 2012

Facilitating group-based discussions

Today we had fantastic group-based discussions. Students presented the ideas contained in an essay that they wrote late last week. This very basic outline produced fruitful, positive conversations. I even asked the class to put their heads down and raise their pinky finger if they felt uncomfortable and no one did. I'm so impressed because they were discussing their personal passions, something that is very touchy for all of us; I think the key was in the listener's responses that I prewrote for them.
Best part: when one of my new students left today she said, "You know, that was actually fun! I'm not used to having fun in school."

Here's the script. I write scripts because it allows me to play out all of the steps of the class before we actually have class; this way, I am much more ready to focus on the students when we do the real thing.


Today, we are going to respectfully discuss each other’s central ideas.
What did we go over for homework?
                -Why does this matter?
                -How is this important?
So this is exactly what each person is going to present to their small group. The listening group members will listen respectfully and silently as the presenter speaks.
Then, one at a time, the listeners will play devil’s advocate. Can someone please elaborate on what that means?
(students respond)
Dictionary definition: “A person who expresses a contentious opinion in order to provoke a debate or test the strength of the opposing arguments.”)
Why would I be asking you to do this for each other’s essays?
(students respond: help make arguments stronger, define why we are interested in these topics)
What larger life skills does this activity foster?
(critical thinking, communication, politely expressing difference)
Mmk so how are the listeners going to act as a devil’s advocate without being a jerk?
(solicit student responses, have them role play specific possible scenarios)
If you are sort of stuck on what to do, here are some phrases you can use to help you get started:

I liked ________ but I don’t understand why __________.
I disagree with your point about _____ because _______.
Have you thought about ______ before?
What if _______ happened?
I see that you’re passionate about _______ but I don’t see how it connects with _______.
Oui, mais _______.

As the presenter, you are then allowed ten seconds of silence to think, if you want it. Be very careful to respond directly to the question. IT IS OK IF YOU DO NOT KNOW THE ANSWER.
If you do not know the answer, you need to write the question down and come back to it after the other listener has asked their question.

The presenter will receive and answer two of these questions from the listeners. Then the presenter will return to answer any questions that they could not answer the first time, and all three participants will work to answer the question together. At this point, you will not need to use the “devil’s advocate” format.

I strongly suggest that you take notes during this process, writing down what you learn even if it doesn’t have to do exactly with your project. Especially if you are the presenter, take careful notes of 1. what they ask you, 2. how you answer and 3. how you FEEL. 

Wednesday, August 22, 2012

Keep it up, Profe: Our three-step process to (potential) success

Today, outside the library as everyone rushed to see their electives assignments on the library doors, one of my Spanish II students approached me. He told me that he has learned more Spanish in the past two days of class than he has ever learned before. "I don't really know what you're doing, but keep it up, Profe."

I don't fully believe him because
a. I know his teacher from last year and she teaches them tons of material! ;
b. it's the first week of school and we've forgotten how much work we put in last year;
c. he's one of those really sweet kids who says really nice things to help other people feel good.

That being said, this is an amazing compliment. More importantly, this means my crazy scheme might actually have a shot at some semblance of success. The basic plan is three-fold:

1. Speak only in Spanish (even though they are only in their second year). This quarter is Spanglish, next quarter they get five English words a day, and Spring Semester it's allll espaƱol.

2. The students teach themselves the grammatical material, both in and out of class, however they see fit for their personal learning style. I have divided all of the grammar learning standards for this year and divided them up by week and off they go! We do reinforcement activities in class. It is the fundamental concept of a flipped-classroom, except I don't ever explicitly teach them unless they ask specific questions.

3. When we're not studying in class or reinforcing grammar, we will be building an open-source online textbook for other students of Spanish. Not like a normal textbook, though. In addition to compiling all of the resources they find useful (Youtube videos, songs, web sites, news articles, animated GIFs, etc), we'll be using embedded VoiceThreads to facilitate communication and interaction with other learners.This way it is less of a textbook that just happens to be online but an online language forum (perhaps like LiveMocha but less uniform?) that is created entirely by and for students. Students aren't allowed to use technology in the classroom until the week after next, but we're already chomping at the bit.

In summary, I think the reason that he feels he is learning so much is because he is doing all the learning. This sounds rather simplistic, so I will restate: instead of being given the information, he is actively gathering, processing and learning according to his own individual wants and needs, instead of the style and constraint of the teacher.

I think I might just do as he suggests and keep it up.

Monday, August 6, 2012

Videos!

Today I have happened to find several fantastic videos.

A College Humor video that takes on modern education in a delightfully culturally relevant way:
Here's the original song if you're not familiar with it. Or you could just turn on any pop radio station and wait 30 seconds. 


From Mashable, I found this really interesting interpretation of Pixar's Rules of Writing. Absolutely fabulous for any creative writing class. Actually, for any sort of writing ever.


And then I kept looking on Mashable and found these sweet videos on really touchy topics (warning: yes, I am liberal).
Try this video on fracking:
And finally, an example of how being a parent can be the coolest thing ever:

Saturday, August 4, 2012

Trip to Moscow

Thanks to a lot of hard work, plenty of generosity, and a generous heaping of luck, I was able to go to Moscow with a student of mine to accept an award that she won. The award was for a photograph that she submitted through my class. It was a great learning experience for both of us.

See the gorgeous photographs of our trip on Facebook. The page is managed by FotoCh, the Russian organization that hosted us. Given that the images are by two professional photographers and one pretty good teenager, I'd say they're worth the click.

Read the full press release here.
Below are screen shots of the release.

Online textbooks ≠ a textbook online?

UPDATE: I think that I am going to use VoiceThread, maybe VoiceThreads embedded on a website. Also def. using PowToons and thinking about ThreeRing for uploading hard copies.

Dear all,
My Spanish 2 class is going to write an online, open-source textbook this year. That is going to be our year-long project. They're going to learn the grammar and vocab traditionally taught during S2 on their own because, really, they don't need me to learn that. They can find all of that stuff on Google, or ask one of their native-speaker friends (our school is 75% Hispanic). It is important to me that this be more than just a source of information but instead a place where students can discuss linguistic details, analyze sources, and engage with real material. I want it to be an online textbook that is not just a textbook that is online.

Here is my question to you: what platform do you suggest we use?

One person suggested iBooks Author. Don't get me wrong, it looks gorgeous. But I am unhappy with the fact that it requires an iPad, that you have to "publish" it (thus making it harder to perpetually improve), and that it is basically just a textbook, a movie and a notebook mashed together. I need more dialogue and sharing from our platform.

@SECottrell mentioned GoogleApps. Might be nice because our internal email is Google based.

@Petreepie shared her class' Simplebooklet on Chile. Although their book looks great, again I am left wondering how to make a more dynamic, conversation-focused text.

Here's a sweet wiki I've found on making online textbooks. Still working through all the links and I'll update soon.

Please help support our learners as they actively craft their digital footprint, engage in student-centered learning and gather real-life skills, and practice their Spanish!

Thanks!


Tuesday, May 29, 2012

Everything I know about education I learned from cooking

SCHOOL IS OUT! Praise be. I have had many visions of what my summer would turn in to, but these past two days student-free has not led to any of the activities that I had planned (ranging from studying to the GRE to watching "Heavy Weights"). In fact, I have spent nearly twelve of the past forty eight hours cooking.

I have long been known for my love of food, but I've generally been interested in the eating, not the making. What happened? Why did I just spend that much money at Kroger on ingredients to things that I could buy pre-made?

Then I realized that I had stumbled upon my own personal metaphor for education at large.

1. If you enjoy doing it, doing whatever "it" is isn't a horrible chore. I'm cooking because I enjoy it and I'm learning more about it left and right because I want to learn about it. I realized that I don't procrastinate cooking because I want to cook (duh!).

2. Even if you do enjoy it, some of it is still going to be a bit tedious. I still don't like doing dishes... but that doesn't mean that I don't cook just to avoid doing the dishes. Learning is always involve at least some grunt work.

Repins and likes
from my Pinterest
food page. 
My food Pinterest board
3. Sharing is the bee's-knees. Everyone loves a cook that shares.
My neighbors are especially fond of my new hobby. I've also started Pinning recipes and ideas that I like on my own food board and the sense of community and feedback is gratifying and affirming.

4. Learn from some one who knows better than you. I would never have been able to cook anything without first having learned from my mom, and later my roommate, and later the many food wizards to be found on the internet. I watched them do it a couple of times, and then I was ready to do it myself.

5. Recipes are not the only way. Yes, it's nice to have a general concept of how to make something, but for the vast majority of dishes, precision is not absolutely required to end up with a good result. A bit of culinary off-roading can lead to any number of delicious and unexpected discoveries. We don't have to stick to the cook/text books.

6. It doesn't always work the first time. Maybe you can fix it by adding more salt. Maybe it will make good dog food. Maybe you call it lentil porridge instead of lentil loaf. Maybe it was a complete and total failure. Bet it will taste better next time you try it, though.
Did you know that this is what
brussels sprouts look like!?
I didn't. 

7. Try everything. Preferably more than once. I remember throwing Brussels sprouts down the toilet as a child.  I gave them a shot again in high school and managed to keep them down. Then I fell in love with them my last year of college and have recently converted my father (which everyone thought was impossible).


8. Not everyone has the same tastes. On several occasions my boyfriend was about to throw some food out and I would swoop in vulture-style and eat it. My friends will scarf down seafood and I'll try to keep from gagging at the smell. As long as you give it a shot, it's ok if it's not your jam.


9. Some things need to be eaten right away. Some things taste better after they sit for a while. This is the one thing that I have learned that I think may require some explanation in its conversion to education. Some projects need to be done in a hurry, some learning needs to happen slowly. Some times you need to learn something right this second, but sometimes it is better if it simmers on the backburner of your mind for a long spell in order to reach its full potential.
My Granny was a
cookie queen. Gosh
they were good.


10. It tastes better when we make it by hand. Learners and teachers, I think that we have a lot to gain from large companies that can provide us with a variety of resources. That being said, I think that education is best served like Granny's cookies: individualized, homemade with the accompanying sense of attachment and pride.


I didn't always love cooking, but now, unexpectedly, I do. It is my sincere hope that we can guide our students to a new (or renewed) love of learning. I don't think that snacks will hurt, either.