NORMAN

The tandem of Mr. Billy Martin and Mrs. Ann Martin made good presentation for their theme, “10 Great Technology Projects for your Classroom”.

They showed how the Hong Kong Academy has developed a system that established a collaborative teachers-integrator relationship. This provided a project driven framework for K-8 teachers to integrate technology in their teaching environment. This system worked as follows: the Tech-Staff develop skills and databases; then, the Teacher with the Integrator plan the Project, determine the skills and input the project information; next, the student participates in the project which upon its completion the teacher and integrator review and reflect on it; then, the Tech Staff updates and generates the progress report.

The 10 actual projects of students were then presented. They were great projects. They showed students’ computer skills are up to the challenge. They highlighted the creativity of students when guided properly.

I do not have to wait for the system to be established because it just merely incorporated all the elements necessary to make up the database and guidelines for student projects and their assessments. In my classroom, I can already let my students create projects akin to what the Martin’s have presented as long as I have a clear rubric and guidelines. Technology-integrated projects are easy to do when students are motivated and are allowed to explore their creativity.

The presentation showed me proof that students can do exemplary subjects when their teachers believe in them. I got the impression that Billy and Ann made every effort to show to their students their encouragement and support. Thus, they prove that it is essential for a teacher to trust the ability of their students. The latter will simply respond to how the teachers view them.

Moreover, Billy and Ann showed how an effective team presentation is. They assigned themselves of particular topics. Each of them spoke when it was their turn. There was no unnecessary interjection from either of them. They showed their depth of knowledge for computers. They exuded confidence and pride of their work. They truly were concern to educating the youth beyond any self-serving reasons.

I applaud those who place education above self-serving motives. Teaching is not a profession but a vocation.

MP3s and Podcasts are technological innovations that have sweeping educational impact. Their efficient use in the classroom depends on the creativity and persistence of teachers and on the motivation and commitment of students.

Ms. Anna McFadden teamed up with Ms. Barrie Jo Price to suggest the valuable use of MP3s and PodCasts in today’s education. MP3 is an audio format which compressed the WAV audio file into reasonable sizes that can be stored up to large numbers in any memory storage. This will enable any audio recording to be digitally uploaded in the computer and into the web as PODCASTS. There are good-priced MP3 players that can record and replay audio using a simple microphone set up. Hence, a class lecture or a class report uploaded to the web can be accessed anywhere and anytime. This is very valuable to students whereby they can review the lecture if they are absent or if they need to revisit some points that they did not understand during the actual discussion. Isn’t this a class TO-GO?

Ms. McFadden suggests that podcasting can take into many forms aside from class lecture. It can be recording of a guest lecturer or a reaction to current social issue. It can be a recording of word pronunciation guide for a foreign language class. For Biology, it can be a recording of lab activities or safety procedures to accompany handouts.

Podcasting can benefit my classroom teaching. I can create a podcasts for science experiments or for science fair project documentations. It can be utilized as a question and answer forum that deals with practical answers to common math problems.

This technological tool may enhance learning but it has prerequisites. However, there should be a good support by the school administration for it demands monetary implications (like buying MP3 recorders, establishing internet access, and creating maintaining stable website). After these are taken care of, there are still teachers to be trained on how to use these equipments to produce the appropriate podcast material that does not infringe copyright laws.

I found the presentation interesting because it involves innovation. The theme and purpose were conveyed well. Ms. McFadden and Ms. Price showed enthusiasm in their topic. Though they are not strictly IT experts, they know how to use technology to achieve optimum learning environment.

However, for a simple topic such as podcasting, I did not think that they have to team up for the presentation. Especially, since both of them likes to talk, the delivery was not as smooth. While one of them was talking, the other distractingly interjected. I understood their thrill for this technology but it did not make a professional delivery.

Team presenting can be effective only when members have assigned topics to present. And during the delivery, they will just stick to their own topic and not interfere.

“Alohahahahahaha”.  Keynote Address – Part 3: the best among the rest!     Mr. Jim Winter, the actor-teacher, delivered the ideal keynote address. It was not because he has the most appealing theme (humor) but rather he showed what good public speaking should be like.

Sense of Humor has a place in the classroom. Mr. Winter expressed the message that humor can actually benefit learners because it relaxes an individual and it engages the brain. It obviously can reduce stress and create a pleasing environment that is conducive for learning.  When students are allowed to have a reasonable leverage of fun in the classroom, they will learn more. They will not detest the lesson which was taught in a fun way. They will always seek for the teacher who makes them laugh along with his sincerity of teaching them. They will always remember the subject matter that was delivered in “pleasant packages”.

To achieve this, Mr. Winter hinted that teachers should be great improvisers. They have to be IN the moment. They have to subtle. They need to bridge conflict through compromise. They need to see the good of the students and focus on their gifts and talents. It takes a lot of practice and of preparation to provide purposeful humor – filled classroom. He said, “we learn best when we are in a state of moderate arousal”.

Added to the educational advantage, Mr. Winter reminded his listeners that a good sense of humor is related to good health. It lessens the risk to having stress-related illnesses. It makes an individual handle life’s pressure easier. It makes for better relationship. It increases pain tolerance. It improves respiration and breathing. It relaxes the muscles. It reduces anxiety and tension. It is a good coping skill from problems. It reduces negative emotions and it improves the mood. Moreover, he said that humor could improve productivity in the work place. It enhances a good working environment. It reduces absenteeism. It encourages involvement and participation. It also improves morale.

I am an advocate of good sense of humor. I do not believe that stringent classroom discipline spawned from fear could enhance learning. I need to let my students operate in a classroom environment where they can laugh and enjoy the lesson. I can deliver subtle jokes in the most appropriate time within the lesson. I can solicit healthy jokes from my students to ease tension and to drive away sleepiness. I must let students enjoy each other through educational games and purposeful activities.

Mr. Winter exemplified to me how to effectively speak in public. He knew very well his presentation. He was not reading solely to a script. He had good stage presence. He had good eye contact to his audience. He had good voice projection.  He allowed his listeners to get involved. He was effective in presenting his ideas through the Power Point display (few words per frame, large and attractive fonts, and no distracting effects). He dressed well. He showed excitement and confidence.

His presentation was a good example of an effective teaching strategy. Students will never listen to a monotonous teacher. They will not get motivated to follow through a lesson when a teacher is not passionate and not personable. They will be involved in the discussion if there are corresponding enhancements, for example, Power Point Display.

Teachers should be great communicators! Teachers should be good public speakers!

Throw away your globe models, your 2D world maps! Here comes – Google Earth! This is technology at its best. It is an interactive software that can let you navigate the world in just a matter of seconds. It can lead you to specific places never before heard. It gives you an overhead picture of a landscape of whatever country you so choose. You can find restaurants, establishments, buildings, bridges, scenic and historical spots, and landmarks in a jiffy. It has details of documented earthquake occurrences. It is a geographical bible. It is amazing!

I am grateful for Google Earth. Foremost, I am thankful to the engineers, programmers and Google for making this tool available to the public. Besides the above mentioned capabilities, it is free! If there is a proof to convenience of technology other than the remote controller, I put Google Earth top on the list. The technology whiz who envisioned this has sealed the proof that the world is indeed a village. Secondly, I appreciate Mr. Allan Taylor who made the teachers aware of Google Earth’s potential to enhance learning. His excitement affirmed the usefulness of technology in education.

Mr. Taylor advocates Google Earth as an efficient educational tool. Even if the Hotel Shangrila’s inadequate support for internet connectivity, this did not hamper Mr. Taylor to convince his listeners the advantage of this software to teaching Social Studies, Math, Science, and Language. He was hoping that we can be creative in using this technology in our teaching. Indeed, there are a lot of ways to make Google Earth an indispensable resource akin to a dictionary. With the vast amount of information available and the prospect of update and upgrade, this software can change the way students view our world.

I am certain that Google Earth will thrill students. Being visual savvy, they will appreciate the images and instant direction to specific places in the globe. The permissible details that this will reveal will astound them. I can use this in Science to search different biomes in any point of the globe. I can show them the actual changes brought about by modern society to its ecosystem. I can show them the ocean floor patterns and the recorded earthquake spots. In Math, I can use the longitude and latitude readings to expand their knowledge on coordinates. The altitude measurement could make them understand depth and height differences.

The presentation was straightforward and simple. It was like a show and tell format. Mr. Taylor had just to show his excitement over this software to accomplish his purpose. Again, it was unfortunate that the internet service on that area of the hotel was insufficient. It resulted to poor streaming of the images.

However, I was impressed that even if the enhancements were not readily available still the message was conveyed. This was because Mr. Taylor was visibly enthusiastic and sincerely excited with his presentation. When all else fails, what really makes a teacher be effective is his or her belief. Nothing beats passion!

I bet students will feel the same way as I did. They will get motivated foremost because I believe in what I am sharing to them.

WWW.barbarawilkinson.com  is Barbara Wilkinson and Mindfulness. She is a Psychotherapist who is wholly involved in education.  She is promoting mindfulness in the classrooms to achieve focus and stress reduction among teachers and students. Actually, she is simply reinventing an ancient practice of diverse cultures generically named as, MEDITATION.

She prefaced her presentation with the theme of “healing”. Our human nature is design to heal itself. We have in our system our own doctor, our own therapist. We have a powerful faculty in our mind that would reduce stress, increase our effectiveness and efficiency, and liberate us from depression and negativity. This is all about reconfiguring our way of thinking. She said that, “we are more likely to act ourselves into new ways of thinking, than think ourselves into new ways of acting”. Mindfulness is our mind’s doctor.

She loosely defined mindfulness as connection, a non-judgmental awareness of our being. This allows us to focus on each of our activity which would result into catching ALL that is happening. She illustrated this by letting us listen to music while staring at a series of abstract images. She demonstrated how we can be aware of even the minutest function and reaction of our body when we can focus our mind to an activity which was as simple as chewing a raisin. By drawing all our senses into a concerted attention, we become attuned to the moment. By so doing, we become truly and fully living. Such is mindfulness.

Mindfulness makes us respond to situations with choice rather than to react automatically. We are prepared with options in terms of how to act. She quoted Vicktor Frankl who said that, “freedom is to choose one’s attitude in any given circumstance”. More often than not, we involve ourselves in activities that we really do not devote our fullest attention. Consequently, we simply surf over the daily demands of our life. Things become so automatic that we actually do not think through them. Thus, our life becomes just a blur, meaningless.

Ms. Wilkinson suggested that we should practice mindfulness every day through meditation. There should be a time in a day (45 minutes) spent in honing our mind to get attune to our senses. We should practice focused breathing. Moreover, we should learn how to put our fullest attention while doing an activity.

Mindfulness, meditation, focus, attention truly are ingredients to a happy and fulfilled life. As a teacher, these are important for me because I am molding personalities. This is a task so delicate. If I am not focused I could not be an effective educator. I could not accomplish my life’s mission and then, I will not be happy. Hence, it is imperative to respond to Ms. Wilkinson’s suggestion.

Personally, I will wake up earlier to have a moment of meditation – focused breathing. I then plan my day to anticipate all the possibilities that require appropriate action and to decide what to do to effectively use my time. In school, I have to give my fullest attention to my teaching and to my dealing with each of my students. I have to fight laziness and procrastination. I will let my students spend at least 10 minutes at the beginning of each day in silence to be able to let them plan their daily tasks.

Ms. Wilkinson did a fine job of stressing the importance of meditation to achieve focus (mindfulness). Such is a powerful healing faculty of the mind that when consistently practice can result to a meaningful existence, thereby, happiness.

To those who find life a bore, FOCUS, MEDITATE, & BE MINDFUL!

Dr. Miraca Gross delivered an issue that could spawn to further deliberation and debate – “Gifted Education: Why Give More to Those Who Have It Already”.

Dr. Gross supported the claim that gifted students should be given more opportunity and challenges. Between 10 to 15 percent of the school population, gifted children must have a homogenous environment in order to stimulate and develop their abilities. This could draw the children to find their productive identity. She even stated that heterogeneous mix of developmental age hinders talent development. She suggested that they be grouped and challenged among themselves. They should be allowed to accelerate according to their pace. They should be encouraged to take pride (not conceitedness) in their ability.

She encouraged that schools should promote a curriculum which tailored to the needs of these special children. Classrooms should be set up to promote talent. Curriculum should support the developmental areas of the intellect, emotion, and social skills. The school should encourage these students to take RISKS and should support them accordingly.

The recognition and nurture of giftedness is a task of every educator. There will always be standouts. However, it is imperative that I have to be multi-dimensional in my perspective of giftedness. It is a good teaching practice to acknowledge talents not only in academics, but also in sports, in arts, and in social relationships. By doing so, every student in my class has a niche, an identity leaving nobody behind. It is easier said than done. This takes a sincere in-depth knowledge into each student’s life which comes from contact with the student, the parents, with other teachers and with the school leaders. The task to nurture follows right after. Here is where I have to be creative in my teaching approach and to establish a participation of parents and the administration.

The tough aspect of distinguishing the gifted child is “follow – through”. We are talking of budget, of curriculum alignment, and of commitment and persistence from the administration, the teachers, the parents, and the students. In reality, funding is scarce, administrators leave, teachers transfer, parents are so preoccupied with other matters, and students are spread out too thin. These are immense obstacles to surmount. These are considerations that needed to be confronted first before venturing to establish a gifted education program.

Dr. Gross’ presentation was satisfactory. She could have used better visual aids (rather than those transparencies that contained so many words in very tiny fonts). Her poor voice projection added to her accent did not favor for a clear delivery. Yet, I feel sincerity and passion in her. For an educator of so many years, she is to be respected for all her efforts.

There is always this expectation that I have for Keynote Speakers to be very good communicators. I expect that they use the most effective presentation tools to complement their presentation. More so, to deliver a KEYNOTE address in front of educators, speakers should show their optimum teaching skills.

Indeed, doctoral degrees or educational experience do not necessarily make teachers as effective public speakers.

For her introduction, Dr. Mary Meeker explained the SOI (Structure Of Intellect), the theory that governs in her analysis for the appropriate learning styles to achieve effective learning. This theory was, in fact, created by her mother. This concept is the core of Ms. Meeker’s professional practice which currently offers consultation and rehabilitation to students in all levels.

Her presentation was a potpourri of concepts. She mentioned the 3 ways to learning, viz., Figural-Spatial, Semantic-Verbal, and Symbols. She highlighted the learning factors which indispensably include teachers, students, and the learning materials. She explained that through her experience the biggest factor of student-caused failure is inner motivation. This factor is affected by their failure to receive, to process, to assimilate, to store and to use any information being presented. Moreover, she mentioned that OMEGA 3 found in fish, seeds, avocado, and fish oil is a valuable source of nutrient that enhances the learning faculties especially the brain.

I did not find anything new to her expositions except the notion of OMEGA 3 as an important food for the brain (I thought all along that it was peanuts ). Many of the concepts were, in some form or another, basic principles of Psych 101. In fact, these were the underlying guidelines for teaching strategies.

What impressed was the aspect of student motivation. It was quite interesting to know that motivation requires foremost proper communication process. True enough, how can a student get motivated when they do not understand what they are learning for. Most of the time, students were just thrown with courses or topics presuming they already are stimulated to learn them. The educational system is structured in a way that students HAVE TO follow a path that is embedded with default subject courses which are not necessarily to the students liking. Teachers, on the other hand, have to abide with the curriculum more than assuring students to first gain motivation . Consequently, the results are poor academic performance and classroom discipline problems.

Teachers then must act not just as educators but also sales persons in their trade. Here lies the difference between an effective or ineffective teacher. I reflected that often times because of professional demands I forego motivating my students in learning the course presuming they have understood already the implications. However, these presumptions are not the staple of kids who have so many distractions. It is then best for my teaching to make sure that I show the life applications of their learning. This will be an important part of my lesson plan.

Meeker may have thought that this initial session was a spring board for her succeeding sessions. Hence, her topics were “all over the place”. There was no definite outline. She kept going in and out in a particular topic. She often digress to speaking about her personal life, her family that I thought were not really related to the theme at hand.

Her presentation was laced with advertisements. She was trying to sell her products – a CD, a pamphlet, a book. I get turned off of speakers who in an educational conference use their time to promote business rather than conveying helpful ideas pertinent to the teaching profession. This conference was not a trade show. It would have been better if she ended her talk referring to this further “resource”.

I decided not to continue to follow through all her sessions because I preferred sincerity in sharing rather than to an opportunity for selling.

Ms. Amanda DeCardy offered in her presentation a 6pt Rubric Standard to best evaluate and assess student responses in Math Problem Solving.

She, in summary, gave a grading guideline that gives credit to every degree of student’s effort in elaborating their answer to Math Problems. Teachers must give the appropriate grade to how a student presented the flow of the answer – 6 points for enhanced, 5 points for thoroughly developed, 4 points for simply meeting the expected standards, 3 points for partially meeting the standards,  2 points for underdeveloped and 1 point for not getting it but had tried.

Moreover, she suggested a format in student responses that can accurately display their skill and understanding. First, they should Re-state the question in their own words to show that they understand what is being asked of them. Then they have to provide the Data (the given facts that are necessary to arrive to the solution. Next, they have to Solve the problem using appropriate formula, pictures, models, or diagrams. Then, they have to show their Answer Solution in a clearly marked box. And finally, they have to show a Verification to revisit their calculations and evaluate their strategy.

Indeed, the 6pt Rubric is a good assessment tool, very humane. It gives the student an honest evaluation of their word devoid of bias and acknowledges sincere effort on the part of the students. Thus, grading is not simply based on a black or white, or solely correct or wrong answer only. This encourages students to explore the many ways to solve problems. Hence, it achieves an important goal of teaching mathematics – students should learn to explore and to discover relationships and applications.

The format of student responses, however, is nothing new. It echoed the long-standing mantra in math problem solving: state the problem, state the given, provide the solution, then evaluate the answer. It was good for Ms. DeCardy to reaffirm the importance of this skill and to require it as a requisite element in student work.

The application and relevance of these ideas to my teaching is no doubt vital. I believe that they will improve my students’ skills and understanding. I was impressed of the idea that teachers should acknowledge and reward student effort. Many times, math is so impersonal. It’s either YES or NO, CORRECT or MISTAKE. By recognizing the value of the process, students’ will take a commitment to explore different ways to solve the problem. Thus, they are trained to be critical thinkers. In the end, they will have self-confidence from knowing that they were able to arrive to accepted solutions from their own discovery without dependence from their teacher.

Ms. DeCardy did more than just a delivery of ideas. I thought she was able to encourage many of the attendees to reconsider their tools of assessment. She gave out valuable handouts as handy resources. She was able to convince that her suggested rubric is possible and acceptable.

However, I am still waiting for her promise to send us (who were not able to receive the printed copies) the email version of the handouts.

Thom Henley kicked off the conference with a touching speech about “Letting in the Light – Lessons from the Illiterate” after the elegant ballet interpretation of “Dalagang Filipina and Volare” of the IS Manila Dance Co.

He began by showing us series of slide shows that revealed different indigenous people and their cultures in Asia. First, he related about his experience with native people in Penang, Malaysia. These people adapt to their habitat in amazing but simple ways for sustenance and survival. He stressed the sad fact that the logging industry is destroying their lives and their culture. Next, he presented the Mentuways of Indonesia. One of the highlights of their culture is the way they regard their children. The latter has literally equal rights with the adults. Thus, they have the equal share in food and even in community decision making. They have strong family relationship. They have a deep commitment to live up to their culture. One obstacle that they are currently facing is the impact of compulsory education on their children. In the schools, the children are treated harshly. They lament to fact that this negative treatment from teachers, from classmates, and from the educational system will destroy the revered spirit in each of them. And lastly, Mr. Henley shared the culture of the Mokens, the Sea Gypsies of Surin Island, Thailand. These people are famous for their hunting and concocting medicinal herbs. These people during the recent Tsunami did not lose any of their members. They had the keen sense of understanding nature. Thus, they were able to flee before the tragic disaster. All these native groups of people, even though devoid of technological advances have in them values that assured their survival.

These values were what Mr. Henley was trying to convey to us. Values, like family relationships, deep respect for each other, valuing children, taking care of nature are basic aspects that are slowly eroding in our moThese values were what Mr. Henley was trying to convey to us. Values, like family relationships, deep respect for each other, valuing children, taking care of nature are basic aspects that are slowly eroding in our modern society. Education, he implies, overlooked the very foundation of human existence!

When his speech ended, Mr. Henley received an unexpected standing ovation and applause. His presentation hit a sensitive chord among his listeners. For me, his monologue was powerful not only of the message he delivered but that he walked his talk. He was there among these precious people. He made efforts to spend time with them. He initiated a program for which students (IS Thailand) can immWhen his speech ended, Mr. Henley received an unexpected standing ovation and applause. His presentation hit a sensitive chord among his listeners. For me, his monologue was powerful not only of the message he delivered but that he walked his talk. He was there among these precious people. He made efforts to spend time with them. He initiated a program for which students (IS Thailand) can immerse with their life and culture. Mr. Henley knew what he was talking about. He is a believer!

Mr. Henley’s speech was thought provoking. He inspired me to not take for granted any lesson that I can get from another person especially from the least privilege. He reminded me to be open-minded. He drew me back to the most important things to learn in life – relationship, nature, and respect. The Mentuways or the Mokens may not be a staple topic in Math, however, I learned to value the future of my students. My guidance is very vital in their preparation for their careers. I must not let technology be their distraction but let this become their tool to achieve their purpose.

Mr. Henley’s concluding thought was very provocative: “Tsunami was a failure in Education”. This has a deep implication for all the teachers of the world. Education is, of course, not to be blame for the tsunami – a natural phenomenon. I can imply that he meant the result of the tsunami, the death of thousands of people was because of mis-education. The tragedy could have been averted had the government, the tourists, the tourist industry, the shoreline residents, the weather professionals responded to what education solicits them to do – ACTION, ACTION, ACTION! Education could have enabled us to make a difference, to solve the problems, to anticipate tragedies. But the reality had never been promising.

This is a somber proclamation. But I don’t think education is doomed. I consider this as a wake up call. There is one thing a sunrise would bring – HOPE! There is always that tomorrow when we can have a chance to make things better.

The Pre-Conference took a whole day in a room of about 40 participants. The room was cold but the topic was scorching Math! Yet, even if it took a grueling 7 ½ hours, the day went painlessly well under the erudite presentation of Ms. Marcy Cook.

Ms. Cook presented her advice in “Learning Math Through Games, Skill Boards, Charts, Tiles, & Dominoes. Her main objective is to let teachers make their “students get involved in meaningful and fun math activities and games”. She, however, cautioned her listeners that these games are simply means and NOT ends. These creative techniques like number tiles, dominoes, skill boards and Kryptos must have a definite learning purpose. The math lesson should be enhanced by these games in order to generate utmost INVOLVEMENT from the students. She affirmed the effectiveness of her method by making us involved. The experience was very enlightening.
I was so impressed by the presentation. Ms. Cook showed not only wisdom but also an authority in terms of mathematical pedagogy. She knows her trade. She is very credible. I admired the simplicity yet effectiveness of her tools. She is a good teacher.

This presentation hit a homerun to my teaching assignment. I am currently teaching Math and Science to Grade 5 students. The notion of making the students be involved is NOT foreign to my teaching philosophy. Students need to be involved in meaningful activities that highlight the important concepts of the lesson. Aside from this ideal approach, this reminder is also a necessary strategy to teaching today’s students who are more visual and tactile learners because of the convenient access to technology.

Without a doubt, I can gradually train myself to involve my students into more meaningful activities. I can start with the Number Tiles and Dominoes. These “math tools” are easy to obtain and are up to task, i.e. student involvement. The other games need to be set up according to the curriculum.
For whatever goals Ms. Cook had for her presentation, she absolutely fulfilled them all. I left the conference room with her electrifying words stuck in my head: “Whatever we learn in pleasure, we will NEVER forget!”