Saw this a few places, including the esteemed ze frank.

As most of us have spent the last few days inside, searching for bread, milk and eggs, and, if you are like me, (it’s -9 degress where I am) spent an inordinate amount of time in front of the computer. This video will have some meaning. It is strangely satisfying.

Remember how you feel after three days of sitting, and watching this video, the next time you are rightfully vilifying those who would have your students sitting in front of their televisions.

They are making videos of other people doing stuff, so we can watch them, instead of actually doing stuff ourselves.

Many teachers on their first day of work feel naked–shoved into a room with a few behavior theories, some lesson plans, a few dos and don’ts, and not much else.

Like architects and television producers, one must be both an artist and field marshal.

One of the biggest challenges I see in the design and administration of our education system is confusion between what is “teacher productivity” as distinct and separate from the art of teaching or what I’m defining as “teacher effectiveness.”

“Productivity” is a set of tools. However in teaching, “effectiveness” is an art.

For the most part, preparation of new teachers seem to be more on the trappings of teaching, not on the act itself. Professional development about the art of teaching is done in a non-explicit way. Metacognative it ain’t. Learning the art of teaching takes either a natural God-given unconscious talent, real ingenuity, or a work environment that allows for constant co-teaching, coaching and mentoring.

“Productivity” is a term from the industrial age–to increase the rate of output. However, as in that old adage I like to tell efficiency experts, “If it takes a woman 9 months to have a baby, then two women should be able to do it in half the time,” this definition of “productivity” doesn’t fit all situations.

Effective teaching is mixed up with “teacher productivity,” but should be distinctly defined. “Teacher effectiveness,” as I define it, is the ability to cause someone else to learn. It has everything to do with the ability to reach students at that very human level–to pass information from one to another and have it absorbed in a useful way. As with any art form, it also has a set of skills.

In the education system of today, many problems are caused by one of these skill sets being applied where the other should be employed. For example when adult professional development is run like a 3rd grade classroom. Not really the most productive situation. Or when efficiency is strictly applied to children’s learning timeline. You know this isn’t very realistic if you’ve ever been a good teacher.

Effective teaching is clearly important and why we are all here. But what of productivity? If you can teach one student a lesson in 20 minutes, then it should take 40 to teach two? Productivity steps in and one can insert tools into the process allowing 23 students to be taught the lesson in the same 20 minutes.

But for the act of teaching there’s a limit to teacher productivity. There is a point at which teacher productivity (when being applied directly to the act of teaching rather than everything surrounding the act of teaching) reaches diminishing returns. One could imagine a day in which public school teachers might be given bonus pay based on how large a class they could “teach.” I’m sure class sizes and bonuses would grow, and perhaps they could successfully teach to a test, but learning would be negatively impacted.

More and more the “content” of what we need to teach is becoming less measurable in a bubble sheet. The ability to perform on standardized tests, regurgitating information, does not equal success in creating a workforce to sustain the economy.

We are no longer teaching a “working class” as our culture thinks of it in a hold-over definition from a pre-information age. Today’s education system was forged out of the industries of the 19th century–creating little factory workers who could show up on time, do basic calculations, behave and communicate sufficiently to hold a job. In today and tomorrow’s workplace there are few jobs like that. Today, everyone is a web-producing/computer science/technician. From the Safeway checkout clerk holding a laser scanner to a truck driver with a satellite computer on the dashboard, jobs require an interconnected set of skills. Specialization is for insects. Today’s workers (even at the bottom most rungs of the economy) need all the skills of a 20th century manager, plus some: collaboration, critical thinking and a basic knowledge of technology being just a few.

Still, everything in the field of “productivity” does have a place in education. There is no point at which that old definition of productivity gets maxed out when it is applied to everything in education which is not the act of teaching.

So going forward I’m going to focus on these two concepts: “teacher productivity” and “teacher effectiveness.” I’m going to list the tools, means and ways the productivity experts have come up with over the years and how they can be applied to the administrative, troublesome and ancillary aspects of our jobs as teachers. I’m going to list and think about all the ways teachers can become more effective at their craft–the art of teaching. And I’m going to try not to mix up the two.

How we navigate the next few years in education will define the economic growth over the next century. A lot hangs on how we define “teacher productivity” and “teacher effectiveness” because those definitions will drive the redesign.

By the way, I’m importing the content from my previous Clairvoy blog and rewriting it so that it is aligned to this new goal. The Archives will fill back out over the next few weeks.

Mark

Thanks to those folks who sent in suggestions on improving this list. Your comments are welcome.

1) Mozilla Firefox is a “nondenominational” web browser.  Microsoft’s Internet Explorer browser pushes users toward Microsoft products.  Apple’s Safari browser is very light on its use of computer resources, but also light on its features.  Mozilla Firefox is superior to both in that it does not push users toward specific products and is so feature rich, Microsoft is starting to fashion it’s browser IE after Firefox.

2) Delicious Social Bookmarking is the best way to manage website links.  This links to a page which explains social bookmarking, How to Social Bookmark.

3) Blogs are Internet resources which are great for publishing and managing student work.  This links to a page which explains blogs, What’s a Blog.

4) Wikis are Internet resources which allow multiple users to edit documents, make lists, and coordinate information.  This links to a page which explains wikis, What’s a Wiki.

5) Twitter is a “micro blogging” site. It is one of the best ways for teaching teams to maintain instant and ongoing communication throughout a busy day.  Twitter has the benefits of instant messaging, while maintaining a record of what is communicated so the information can be read whenever a team member has a free moment.  Here’s a short video explaining twitter.

6) Tagging is the new way of organizing digital items online.  Tagging is a way of putting multiple lables on items such as documents, photos, audio files, etc.  One can then pull similarly tagged items.  The truly interesting thing is in most online environments tags are not centrally organized.  Users choose which labels they place on digital objects.  The distributed nature of this organizing tool creates a more social form of organizing large amounts of data.  This links to a page which explains tagging, Wikipedia on Tagging.

7) Snagit is a product which can be purchased and downloaded to a user’s computer. SnagIt is a screenshot program that operates under the Windows operating system contains most features needed (scrolling page screenshots and automatic ‘trim edges’ function, for example). SnagIt Accessories extends its features. For example, Flickr Output enables the user to upload screen capture onto one’s own Flickr account. The ease of use, comprehensive features makes it one of the best cut and paste software packages available.

8) Flickr.com online photo storage allows photos to be shared and organized with tags.  One can also search thousands of copyright free photos organized by tags.  Here’s a link to a page that explains social photosharing.   Here’s a link to the flickr site for the National Zoo, www.flickr.com/nationalzoo. Two other important source of photos are Wikimedia Commons and the Morguefile.

9) Audacity is a free program that allows anyone to easily make digital audio recordings.  Digital recordings can be rendered in MP3 files (like what are used on iPods).  Any digital recording can be called a “podcast” even if it is only stored on a computer or website.  Here’s a short video explaining podcasting.

10) PhotoStory3 is a free program that allows anyone to easily make a presentation out of digital photographs.  PhotoStory3 allows users to add titles, narration, background music and different focusing and other effects on the photos and transitions between the photos.  Digital photo stories can be rendered as windows media video.  A wmv digital video file can be posted on a website, inserted in a blog, wiki and/or PowerPoint.

11) Photos can be edited with any number of photo editors.  There are rudimentary photo editors within free resources such as Flickr.com, PhotoStory3 and commercial software packages for photo editing such as Adobe Photoshop, Adobe Photoshop Elements and even in some children’s educational software such as Imageblender.  There are also some free online options including Picnik (http://www.picnik.com) and Photoshop Express (http://www.photoshop.com/).

12) Windows Movie Maker is a video creating/editing software included in Microsoft Windows. It contains features such as effects, transitions, titles/credits, audio track, timeline narration, and Auto Movie.

13) Discovery Education Streaming is a subscription service which has a)full videos, b)video segments, c)high quality still photos, d)audio clips and other media elements organized by key word and grade level.

14) Gcast.com is a free Internet site for creating and posting podcasts.  Podcasts posted on Gcast can be linked to from any web resources (blog, wiki, etc.) and reviewed multiple times from any computer or handheld device with an internet connection.

15) Youtube.com has many useful and educational video resources.  They are searchable via keyword.

16) Teachertube.com is an educational resource of videos modeled on youtube but subject specific to education.

17) iTunes is a free product which one can download onto their desktop.  It allows digital audio files to be organized and shared with others.  Audio files stored on Gcast.com can be lists on iTunes for any iTunes subscriber to download and play on their computers, iPods and/or telephones.  iTunes begins to cost users money when they purchase items from the iTunes store.

18) RSS feeds can be found on almost all websites, blogs, wikis, photo sites, and other resources on the web.  Users can subscribe to the RSS feeds for Internet resources they wish to regularly track.  Updates to those internet resources are sent to the subscribers via the RSS feeds and organized in what are called RSS Readers.

19) Google.com has many features besides gmail and the search engine.  Three specific elements are Google Sites, Google Reader and Google Earth.  Google Pages allows anyone to create multiple websites as easily as constructing a PowerPoint.  Google Reader allows anyone to follow any number of websites, blogs, wikis and other resources on the web by subscribing to their RSS feeds.  Information from those RSS feeds are then gathered into the user’s Google Reader page and displayed like email. Google Earth is one of the best mapping tools for education available.

20) Internet safety focuses on four main concerns: 1) Internet bullying, 2) Internet predators, 3) Internet identity theft and 4) Internet negative identity profiles impacting college entry and career opportunities.  All four of these aspects of Internet safety can be covered with two safety principles.  The first is to keep one’s personal information secret.  This includes name, contact information, work and school information, family information and the names of associates.  The second is to never meet anyone in real life, who one has only met on the Internet.  With these two principles, students (and teachers) can protect themselves from the major Internet safety concerns.

21) Publishing on the Internet can be done professionally while maintaining the safety of students and colleagues by following APA publishing guidelines.  By combining the APA ethical guidelines (no student identifiers, no school identifiers) with the Internet safety principles of keeping the author’s identity secret, a great deal of professional practice can be shared in an online professional learning community without fear of breaching our professional ethics.  You can review APA Ethic’s Code here.  Clairvoy is dedicated to teachers publishing strategy.  See more here.

22) Students with different learning styles (visual learners, audio learners, etc.) can better explore Blooms Taxonomy of cognitive objectives by working with the curriculum using the different media available to them in a digital environment.

23) Copyright is important and must be respected at all times.  The copyright laws regarding special education do allow for materials being used in class (which have been purchased) to be adapted to meet the needs of student IEPs.  This can call for teachers to use all the digital tools at their disposal to adapt standard text, photographic and multimedia resources to meet the needs of student IEPs.  Anyone can do this adaptation for the teacher’s needs, including students inside and outside the classroom.  Here are a number of online resources on use of copyright in the classroom.

24) Evernote allows you to easily capture information in any environment using whatever device or platform you find most convenient, and makes this information accessible and searchable at any time, from anywhere.

25) Google Earth is a tremendous tool. Hardware such as Flip video cameras (under $100), student digital still cameras, color scanners, document cameras, transferring video from camcorders to computers (Firewire pcmcia card cost around $20  / some analogue to digital video converters cost less than $50), SMARTBoards and iPods are all things with which teachers should familiarize themselves and use in their teaching.

Graphic of Google forms for data collection

This is a way to use Google Docs and an iPhone or any hand-held device that can hit the web to track student data.

Remember in Educational Research, APA ethical guidelines require no information be used which could be employed to identify the student.

1)In Google docs, open a new Spreadsheet.

2)Name columns with the items you are tracking; Disrupting Teacher; Disrupting Students; Absence of Bad Behavior for 30 minutes, for example.  This will be determined by the student’s Behavior Intervention Plan or whatever research question you are tracking.  Each entry you make will automatically be stamped with the time and date, so you don’t have to worry about that column.

3)On the “Form” menu of the same spreadsheet click on “Create form.”  Name the form something you can remember, but not the name of the student.  Then on the Form menu choose “Go to live form” which opens your form as a webpage.  Along the bottom of that window is the “You can view the published form here: url” which is the web address of your live form.  Make a shortcut to the live form and put that on your iPhone or whatever you want to use to enter data.

From that point on, everything you enter into the live form and save, will be entered into your spreadsheet as a row and saved for your later analysis.

On the way out, remember to Save your form, and choose File and Save your spreadsheet.Too Easy!

For extra credit, on the forms creation page, you can edit the questions and make them multiple choice or check boxes to make data entry even easier!