Thank you

Words are a start:  I share the information on this website because people mentioned on this page shared information with me.

Many thanks to the following people who assisted me in learning to become a better teacher.  In future editions of this book, I will add more names as I recall their influences on me.

 

Kay and Jack Latona (grandmothersays.com, LetterFromMexico.com, Create-The-Future.com), 

Steve Alford (http://polaris.nova.edu/~alford/index.htmlThe International Journal of Motorcycle Studies, http://ijms.nova.edu/), 

Suzanne Ferris (Chick Lit, Footnotes:  On Shoes), 

Barbara Brodman (gaiglobal.org), 

Jean Greer (that book by the North Carolina university president was helpful), 

John Lipkin, 

Abdulrahman Ali Almufti, 

Diane Grondin, 

Tony Lloyd (thank you for those lessons with Google Documents), 

Leslie Lott, 

Mario Llorente, 

Matt Blazek, 

Andrew Gordon (nice science videos that we “discovered” on YouTube), 

Jessica Lawson (“statistics was fun” because you learned stories; calculus was boring because you learned procedures), 

Francois Savain (the original “Mr. Sunshine” in three languages), 

Rosario Sierra, 

Gus San Juan, 

Charles and Claude Thomas, 

Bob Batson (for those hours of developing curricula), 

Frances Bohnsack, 

Milena (what a word wall!),  

Mr. DiSebastian, 

Pat Harris (we have options, pat-harris.com, http://www.cdbaby.com/cd/patharris, http://tinyurl.com/patharris), 

John deGroot (mentor, ToetagDiary.com), Ron Renna (you used the phrase “guide on the side” in our interview), Ahmed Alzahri, 

John Vornle (SpacePathAhead.com, CompareMindset.com), Marshall Thurber (posdev.net, thank you for introducing me to A Whole New Mind by Dan Pink), 

Dr. Abraham S. Fischler (abe.thestudentistheclass.com),  Will Sutherland (QBEAcademy.net, thanks for turning me onto Carol Dweck’s Mindset), Elaine Faber, Jeff Hutt (skills jwhutt@yahoo.com), Paloma Ortegas (palomaortegas@hotmail.com, thank you for the translations), Robert F. Stockton, Gary King (my WSJ clipper), Hillary Howrey (for hours of formatting and for uncovering those Piaget quotations), Patricia Baughman (outstanding teacher online), Stacey White (for advocating “filling the pail” before lighting the fire), Charles Schlosser, Michael Simonson (http://www.nova.edu/~simsmich), A. Orellana, C. Lacey (what a patient guide on the side), David Rhodes, Arthur von Wiesenberger, Aura Reinhardt (for prodding), Evgeny Volter (for introducing me to Sugata Mitra), Deepak, Rohit and Shruti Kilpadi (for those persistent questions in 1982), Nicholas Vornle (for reminding me of the pace of development of the prefrontal cortex), Paulie (stixmadison, for our ELO talks), Dana Rosenberg (youtube.com/danabrose), Jeff Mohamed (englishInternational.com), Cary Elcome, Jair da Filho Silva (advocate of Florianopolis), Guillaume, Carolyn Ennis, Arahni Sant, Rana Sahni, Noel Thompson, Jack Rich (for introducing me to the innovative Paul Wagner), Sandro Corsini, Fawlty (our 15-minute talks), F.E.C. (Saturday morning updates and your newspaper clipping service), Louis Snyder, George Hartogensis (the employer’s view of education), Duncan Maxwell (for unbridled passion about what Corlette talked about, and for an easy-to-remember eddress snakepoisonbad@yahoo.co.uk), Raymond Merz, Bahman Azarm, Andrea Azarm, Beatrice Vornle,  Stephen Shasha (put more of your guitar work on YouTube), Ken Jeffus (for introducing me to Skype and YouTube), Guerric Vornle (for discussions about nutrition and the brain), Stephanie Vornle (for inviting me to speak in your school), Thomas Hoerr (for welcoming me into your school, NewCitySchool.org), Howard Gardner’s assistant (who told me about New City School in November 2005), Alexandra Vornle (for seeking out my advice, reviving an aging brain), Iain Barraclough (for the links to deBono’s work and for insights into Deming), Marv Meissner (marvmeissner.com), Ian (for zamzar.com), Dennis Yuzenas (ebooks), Marina Vornle (for those questions about genetics),  Marion Fischel (for translations and inspiring anecdotes), Jennie Hinde (for your advocacy in Kenya NewDawn-Association.org), Kathleen Krites (passionate about life), Jane Golay, Jane Beamont (ardent teacher), JK McCrea (the ardent scanner of media, particularly for finding the sole public broadcast of The Brain Game by Nancy Snyderman).


Many thanks to colleagues in EDD 8120, 7007, 8008 and 7005 for your feedback.

10 Principles of ITDE Best Practices (a first draft)

It's important to show several stages of a project so that students don't think that a finished product sprouts in complete form from the pen or keybaord -- Alizon Gopnick, Teacher as Coach, NY Times  January 2005.  That's why we include digital portfolios with working documents as well as the finished piece.



Thank you for reading this far.  You deserve a gift.  Here is a free ebook for you.









Here's an example of help that I've received from colleagues:

I can help you with some of this. Every once in a while, a conductor will stop a rehearsal and say something like, "No, no, no, cellos--that's all wrong. I want people to listen to that passage and feel like they're running barefoot through a grassy meadow." Now, all the celli in the section are thinking (but are too disciplined to say), "What the #*$% are you talking about? I can make the notes shorter, longer, softer, louder, grow louder, grow softer, or mess with the tempo. Which of those things translates to running barefoot through a grassy meadow?" The direction that would have helped us woule be more like, "Celli, delay those 16ths until the last instant. Let's put some snap in those dotted figures."

It's the same kind of thing here. You're giving great principles, but what the professor is looking for is the direction/advice you would give a teacher or researcher based on those principles. So, principle "The student is the class" translates to "Plan your instruction to fit individual students' needs, not to fit some arbitrary timetable and collection of students." (Or, that's my take on it.) Does that make sense?

Second, I gave similar advice to another student when I reviewed his storyboard--you need more motion in your videos. John has stunning photos in his storyboard, but the professor told me she's looking for about 80% motion video. Maybe you can do something similar to one of the final projects I saw online--the one where the creator had his or her classmates dancing around and waving pieces of paper with the principles written on them. Not exactly high tech, but it worked. Can you get your students to give you a hand? (No, ditch that idea, the professor said we shouldn't use kids.) Or, how about this? I'll be an actor in your video if you'll be an actor in mine. I've blocked out Monday through Wednesday nights to film, but the actual filming won't take that long. What do you think?



On Wed, Mar 21, 2012 at 5:25 PM, Steve wrote:
this is my first attempt. it's just to get something for peers to react to... we have a short time line...
http://www.youtube.com/watch?v=oTVqBMceRAM









Thank you, Mario.


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