Happy Hol'Lee'days... in Philadelphia

Woke up this morning to see that Cliff Lee let millions (30 - 40 million actually) go in guaranteed money to resign with the Phillies. When I heard a third team was involved yesterday I figured it was Philly, but had to figure that it was for close to the same dollar amounts that  the Rangers and Yankees were offering.

It's refreshing to see a player sign for less to go where they want. 30-40 million dollars is a lot of money to cast away. Still, Lee signed one of the richest pitching deals in history with Philly at 5 years / 120 million. Figures like that still baffle me. Still, letting 30-40 million go... when is enough money truly enough? Cliff Lee just made a statement toward that end last night. Will this change how some players sign in the future? We'll see.

If I were another National League club, I'd have a bit if a headache thinking about the Phillies rolling out Roy Halladay, Cliff Lee, Roy Oswalt and Cole Hamels in a four game series.

Happy Hol'Lee'Days in Philly.

Math(ematics)

Post I wrote for the rLab class blog talking about math... mathematics in schools. Leading up to a discussion on what 'reform' might mean.

http://bbatechresearch.blogspot.com/2010/12/social-networking-and-mathematics-in.html

Blogging for Real Reform Part V: ' Attention vs Distraction.'

Step 1: Take a read of this article called:

Growing Up Digital, Wired for Distraction. 

There's a video there too on the page too called 'Fast Times at Woodside High' that summarizes the article too.

Step 2. Then give this a read:

Attention vs distraction? What that big NY Times story leaves out.

Thoughts?

Blogging on Real Reform: Part IV. "Our class is being “built” as we go along."

Here's a blog post by by Shelly Wright (which I ran into via Will Richardson on Twitter). Great article.

ps... I've leveraged Twitter into a great source of PD and enrichment. It's turned into quite a thought provoking engine for me over the last three years. I'll write on it another time.

One thought I had... Twitter is limited to 140 characters per post. Be great if some  meetings were structured that way!

Just a thought.

; P

Blogging for Real Reform Part III: "School Sucks"

This morning... my thoughts took me here. Well worth the trip.

School sucks? It can clearly be better. I like Tae's take on this.


Dr. Tae — Building A New Culture Of Teaching And Learning from Dr. Tae on Vimeo.

Blogging for Real Reform: MIT Media Lab: A constant Source of Inspiration: Part II

Cool place.

Common sense ideas.

Project based education pedagogy.

'Lifelong Kindergarten' as a theme.

Engage.

Blogging on Ed Reform: November 22, 2010: Part 1

The National day for 'Blogging for Reform' took place on November 22, 2010. I don't think I'll do it in one post.

I've been thinking about 'math' in education for quite a while.

I like this post by Conrad Wolfram.



Wolfram talks of working with students on:

1. Posing the right questions.
2. Real world math formulation.
4. Math formulation. Real world verification.

Step 3. in Wolfram's sequence is 'Computation' and he poses that that's where illogically spend most of our time these days with students, why too many feel disconnected with math. I'd say he's right.

I've been a fan of Mathematica since it first came onto the scene. Mathematica 8... is the best yet. I'd love to see a group of talented teachers turn their creative spirit loose on this, how they could use it in education. Get Steven and Conrad Wolfram in a room for a day with those teachers and see what could happen... design  a framework for what math in schools could become, how it could be woven into a variety of great projects.

What do you think?

RSA Animation Vid: Changing Education Paradigms

It's another great speech on ed reform above, and with a very clever delivery. All the points Robinson brings up are all logical. I'd bet that everyone understands what he's saying... why education was crafted into it's current form, and why it's logical for things to change.

But how do you 'change' education?

Reform is difficult. When some seek reform, others seem to dig in to keep things... stable. Pretty common dilemma throughout history really. When some call for reform or to reinvent education a backlash occurs. Some dig in and call for a more traditional education model, even calls for more standardized testing.

In this case though, it seems to me that both camps seek reform, some motion... some way to improve things. 'Disruptive Innovation' of sorts... seem to be going in polar opposite directions. Call it a hunch... but the national news about mass firings, performance / merit pay and a national call for more rigorous standardized testing doesn't seem like a great solution. The folks who are driving this angle of reform though... think it's necessary.

Why?

Both parties are frustrated. Speaking to teachers over the last decade, I've met far more who would like to change things but often fall back to 'this is the way it's always been.' Interviewing students over 15 years now... they seem to be craving some changes. Here's the salt though: Changes in education move at a snails pace most of the time if they move at all. We currently sit in what some folks call the 'knowledge era.' The internet has changed education and I think it's safe to say we are in one of the most rapidly changing, most communicative eras in the history of civilization. Education is struggling to adapt. Most of the time when we discuss reforming education... folks get busy... education gets busy with the pace of the year. A year slips by, then years slip by with little or no action... just cycles of meetings to discuss changes. All the while, some keep striving for change. Others who were active, trying to improve things often give up. The same discussions year after year, decade after decade wear them down. Many of those folks who do try to push innovation are shunned as troublemakers. Many who try to innovate get frustrated and give up. It's true... just ask someone who's been in education for a long time. All the while... debates, frustrations and apathy escalate.

Of course, there is a middle ground. Incremental changes can happen. Progress can happen. It seems that it just takes less legislation and more common sense. It takes some motion forward to keep innovators moving. Bottom up initiatives serve a purpose... but it takes leadership to make changes happen. Talk to teachers in education... and I'd say the vast majority would love to change how things operate. Ditto for students.

Total reform is tough. Discussions on total reform often lead to gridlock and ultimately no movement at all. Here are six steps that I think that can help get things moving:

1. Leaders must understand that teachers loathe senseless busy work. There's always another initiative that ends up in a binder on a shelf... until the next one surfaces. More work gets piled on that teachers feel challenges the time to actually work with students. There's always another initiative to demand more time. Leaders must direct their efforts to making positive changes that make a difference in learning... that the people in the trenches, so to speak, can see. Replace a current initiative with something better rather than pile on. Get rid of initiatives that don't work.

2. Teachers must be flexible. Change is necessary... and it takes effort. Teachers must demonstrate a willingness to keep learning. Teachers must educate students for their future... not just how they themselves are comfortable teaching.

3. Start changing pedagogy to be more interactive. All the buzz words are out there: Differentiated instruction, project based education, etc. Constructivist ed theory has been around for a long, long time. Dewey... etc. Getting students involved... helps shift their desire to learn and folks desire to teach.

4. Schools are increasingly asked to provide more and more services to increasingly diverse clients (students). Institutional models only can stretch so far and I think most schools seem to be stretched to the limit. Adding services is not really an option in most places, especially in this economy. If schools focus on being flexible instead of providing rigid, traditional services... you can meet the needs of more students without adding services. Many folks are starting to see traditional 'Educational Institutions' evolving into a 'Community Education Center' model. Promoting diverse schedules and course offerings will reach more students and provide more opportunities. Not all families, not all students can conform to a traditional 8am-3pm school model. Think of the message that more traditional schools send to students:

• 'If you can't get here on time, you're out. 
• If you can't take advantage of the extra-curricular programs we offer at the times we offer them... you're out.
• If you can't commit to the scope of homework these classes provide, you shouldn't take the class.

Promoting diversity in schedules and offerings can open the door for many students, and all the while it promotes responsibility and personal growth. It also builds discussion between students and teachers. Discussions on preparedness, responsibility and integrity take on a whole new meaning when everyone can launch from a platform of equal opportunity... so to speak. A flexible schedule may be that equal platform. Schedule diversity, online course options, rich internship / coop opportunities, travel programs (mandatory or voluntary) are all possible and being practiced in many institutions around the globe. There is no one block schedule, no traditional course listing that can provide students with the opportunities to explore 'their' interests... in a traditional school model. If we are truly preparing students for their future, it will take more flexible approaches in our perception of what 'a school day' actually is.

Here's what item 3 boils down to for me: Flexibility... makes school relevant and meaningful to all participants.

5. Homework management procedures / policies are needed.

Many students, especially in high school education, grades 9-12, are truly buried in homework. If you do not have a home life that supports excess amounts of homework you are immediately cast into less challenging courses. I think if schools are serious about having students involved in the community, if they truly want students to have social interactions with family and friends, if they are serious about students overall health and wellness... a homework management policy should be considered... a right.

One student story comes to mind. I know, one out of many, but I think many students and adults alike can identify with this example:

This student was on an 'ivy league' collegiate track. Her course load consisted of 4 classes, 3 AP courses and one traditional academic course and one elective. She participated in an extra-curricular sport and routinely reported she had 6-7 hours of homework per day.

So sketching that out:

• School 8-3: 7 hours.
• Extra-curricular sports: 2-3 hours (including travel time to practice, practice itself and travel home). Even more time for games, especially away games.
• Homework: 5-7 hours.

A rough total would be 15-17 hours per day on normal practice days. Even more for game days.

There's no doubt that this is not a healthy lifestyle, especially for a teenager. For this student in particular, dropping a an AP class, any class for that matter or the extra-curricular activity was not an option if she truly wanted to 'appear on an ivy league radar.'

At first glance, three AP classes may seem extreme. Many students do it though. Add in any number of optional scenarios as adds or substitutions for a student: A job, caring for siblings... etc.

I mean from a common sense perspective... 15-17 hours per day?

6. 1-1 computing.  I've been unable to find a count of how many schools are now offering a laptop per student program... because there are too many. There's a formula for success, and equally one for almost certain failure. Changes in pedagogy can become reality. I'll post more on this at a later time.

So... where does this leave us?

There are some great examples of sites who I think are actually shifting education in a very positive direction. The Science and Leadership Academy (SLA) in Philadelphia is an example of positive change.

What's the SLA formula? Understanding by Design. Differentiated / project based instruction. Flexibility. Technology for everyone at the school to use to learn. Empowered teachers. Strong leadership. The Principal there, Chris Lehmann, has a simple guide that could easily serve as a road map for teachers and leaders to move things forward. I'd be surprised to discover that making simple, positive changes at SLA takes years.

Other schools can do it. Reform... flexible shifts in the right direction can happen. It's going to take a shift from traditional institutionalized thinking, cooperation, common sense... and ultimately motion.

What do you think?

The Path From the Past to Present

Change... new initiatives in education can be a laborious process. Does it need to be?

New post on the class site:

http://bbatechresearch.blogspot.com/2010/10/path-from-past-to-present.html

AP

Rhetoric II

As I've listened to politicians rant over the years on our dependence on foreign oil, taxes and education... I'm reminded that I should pencil in some time to watch Jon Stewart more often.

Sorry for posting the link and not embedding the vid... some bad table alignment mojo happens in the Safari browser hen you view the page (and I don't feel like figuring it out!).

http://www.thedailyshow.com/watch/wed-june-16-2010/an-energy-independent-future

Rhetoric...

Education has been in the spotlight a lot these past few weeks. I'm disappointed that the best the Federal Government can do with education reform is angled toward movements like 'No Child Left Behind' and 'Race to the Top' or even by shallow, sensationalized and heavily biased debates like NBCs foray into 'Education Nation'... but I'm not terribly surprised. Racing to the top of standardized testing results... is no solution. Yong Zhao wrote a great piece on it (web site down atm but will hopefully be back up by the time you read this).

There are great educational projects out and about and I'd like to think that we'd be inviting people like Zhao, Alfie Kohn,  Gary Stager, Will Richardson or Chris Lehmann to the tables before we snap in any more Federal mandates.

A Guide for Administrators in Education

Saw this post come across by Chris Lehmann (Science and Leadership Academy in Philly). It's a great map for administrators in education:

http://dangerouslyirrelevant.org/2010/10/what-i-ask-of-sla-teachers.html



-- Posted from batphone

'The Yahd' and Some Good Karma

When I was a kid we used to play baseball in the back yard. It was a three person game with my two neighbors, Scott and Brent: one all-time pitcher for the game, one outfielder and one hitter who pushed ghost runners base to base on hits to score runs. Six full innings. All Spring, Summer and into the Fall.


Our backstop was made from an old swing set with wire mesh secured on one side. Our amphitheater hatch for about 75 games every year. Our neighbors house was plunked in right field, an ominous light tan obstacle... and by our ground rules an automatic out if hit by a batted ball. The alley to straight-away center and left center was our main field of play, some 210 feet to a driveway that served as our home run fence. Beyond the driveway was small gully that led down to a brook. On the left side of the field was 'the bank.' An ominous porch, a steep 70 degree drop of pricker bushes, snarly trees and on it's way some 50' to the main road. We snuck in games after school, weekend six game series, whatever, whenever we could. We kept track of our records, and home runs. Every game, every at bat and every pitch was played imitating our Major League idols... as if they were there. We managed our teams too, made pitching changes... a quintessential backyard theater. We knew every MLB player, every stat, every batting stance and pitching motion... more than just a backyard game. It was 'our' show.


My neighbor Scott was the equivalent of the '29 Yankees in our three person league. Scott had been undefeated in four previous seasons, won every home run title... the leagues reigning champion and triple crown winner. Brent and I usually stayed neck and neck... refining our skills... trying to catch the league leader.


Until this one day.


In our six inning game I, at long last, was one out away from beating Scott in a game. He had runners on first and second, Brent our all-time pitcher for the game had pitched a gem, 6-5 as I recall, and he was beginning to fade. I called time. Yes, we managed the games as well, made pitching changes, the whole enchilada.


"Time," I called and ran in to talk to Brent who was, at the time imitating Bill Campbell, the great Red Sox closer of the time. I remember telling Brent we need something special. The air for me, and him, crackled with excitement, and we were tired. The danger of the call for dinner could happen at any moment... the only thing, save a good thunderstorm, that interrupted our games. I was just one out away from beating Scott for the first time in five long years. I decided to make a pitching change, my first notable moment of brilliance as a manager. I called in El Tiante, the great Luis Tiant to the mound. Brent's job in this case was to imitate the wild motion of Tiante to a T. I figured it was our best shot. We needed something unusual, a twist to send the game over the edge. "Throw him curves," I said. Brent sighed and said simply "ok."


As I jogged back to the outfield, Scott called out from home plate. "Who's pitching?" "Tiante!" I yelled out. Scott nodded and stepped into the batters box, a dirt patch burned out in the grass... and settled in.


Brent's motion imitated 'El Tiante' to the letter. The herky jerky, the twist, the head tilt and in came a curveball. I held my breath and watched Scott take the bait. He took a huge swing and popped the ball up to the left side... and high. It began to drift into the wind to the left side toward 'the bank.' I decided I was going to get it... no matter what.


I can still see that ball in the air, the sway of the trees. I ran full speed and took a Peter Pan off the bank, and as I write this I still can feel the goosebumps that swept across my whole body at that moment. I stretched out into a full dive and watched the ball all the way into my glove, an exhilarating smack that only a good leathery catch like that can provide... and then...


I realized I was headed over the bank and into the thicket, a full tumble down the bank... I still remember  my wide eyes... and the tuck as I went over. I crashed down through the brush, being clawed by every snarly monster on the way down, tumbling through the dirt to the bottom and I stopped just before the road some five feet away. Eyes closed, I remember laying on my back and I began to take inventory. I opened my eyes and looked up through the swath I'd just plowed down to where I lay. Brent was at the top, eyes wide and yelled down. "Did ya catch it?" I lifted the glove toward him and opened it... and felt the ball. Brent jumped up in the air and began to cheer. "He caught it, he caught it!" Brent yelled and jumped around.


We'd done it. The first victory over the league champion in four long years.


I felt a massive adrenaline rush and ran up the hill. The thicket clawed at me on the way up but I didn't care. I arrived back up on the field and there was Scott, looking like  something straight out of a Normal Rockwell painting. Not even remotely choked up, bat over his shoulder, glove stowed securely on the end of the bat and his hat tilted back. I'll never forget what he said just then. ''Nice game," he said with a grin." "'bout time" he said as he smirked and began a slow walk to toward his house.


I was doing my best to be a good winner, to contain myself... but I shouted out... "WHOO!" and ran to my house.


My parents were setting up for dinner. I burst on the scene and jumping around and blurting out that I'd won. As my father told me some years later, while I explained it all I proceeded to drink all three glasses of milk on the table. I continued to recap it all as if it were an actual Red Sox game: Jim Rice's home run, Fred Lynn's diving catch, who started, how many doubles my team had hit. As I did, blood was dripping down from all the scratches and onto the floor to mix in with the dirt, sweat, twigs and grass the bank had laid on me as I described how I'd won the game, at long last, finally winning one against Scott. I remember shouting in a gasp as I jumped around the room "can you believe I won?" I remember my father looking me over slowly head to toe and saying "Won huh? Looks like you lost."


My mother told my father to take me outside and clean me up and I was led out to the side of the house. I remember my father smirking as he sprayed me down with the garden hose while all the while I continued to recap the game, gasping in between passes of the shooting water. Soaking wet he led me over to the picnic table and sat while he continued to pick things off me, pull thorns from my arms and such and burdox out of my hair. I continued the spirited recap of the game ... Rick Burlson this and George Scott that, the save by El Tiante and the monster dive into the stands to snag the game clincher... in every detail. I remember a feeling just then... my father had stopped talking and stopped picking things off me. I looked up at him and remember his eyes... puffed up, brimming with some tears and then what he said very simply...


"This is just going by way too fast."


The tickets to Fenway for the game I took my son to Sunday came to me via a strange route which I'll explain in a bit. I struggled with the idea of going to the park that day believe it or not and almost passed at the chance. A family of four, two tickets, boat loads of work to do, student work I hadn't read through yet. After a good bit of chatting we all decided that Eb and I should go to the game. Eb's first. A magical event in a family steeped in baseball.


We arrived at the park early, and Eb's first trip up the ramp was a treat I got on video. The excitement, the look of awe at whole scene. We soaked it in as we strolled around the park end to end. We took in a slice of pizza and made our way down to field side right behind the press box at the end of the first base dugout. We watched Peter Gammons interview Mike Lowell for a good bit. I've followed Gammons work for decades and Eb and I are both Mike Lowell fans. We watched Ken Burns stroll the dugout and a host of players prep for the game some 25 feet away. Eb's face said it all. Mine did too as I watched him soak it all in.

Eb and I with Peter Gammons interviewing Mike Lowell in the background.


The Red Sox players were going to flip out souvenir baseballs to fans so we decided to stay field side as long as we could. We were in the front row and the folks who's seats we stood in had arrived. We were going to walk back to our own seats then and I grabbed Eb's sleeve. Row two was open and I wanted him to have a shot at catching a ball. A bit nervously, we both decided to test our luck and stay. The players jogged out and the circus began as they flipped balls all around the bleachers. A ball finally came our way, tossed by Eric Patterson, Saturday nights game hero with a walk-off single and the starting second baseman vs the Yankees that day. The ball went over our heads a bit, just over my outstretched fingers, hit the hand of someone behind us and it bounced over and hit a chair in front of us. The ball rattled down to the ground and I dropped catcher style (with a very sore back) and snatched it up and handed it to Eb. A great thrill for a young kid, his first game, and to me who's been to about 20 MLB games and had never even been close to catching a ball. We celebrated and watched the players toss out the rest of the baseballs. Victor Martinez was the last one, tossing balls left handed into the second deck some 20 feet away from us.


As the game start neared, Eb began to get uneasy, asking that we can go back to our seats. He didn't understand that we could claim our seats at any time with our tickets. I told him we'd stay for a bit longer, hoping to catch a few pitches of the game, a rare chance to be that close to the field. One inning passed by, and then another. The folks in row two hadn't come to the game that day and there we sat, the two of us in four empty seats, wishing that Janice and Grace could be with us on this magical day. We were two rows from the press box, eye shot into the Red Sox dugout. We soaked it all in: The home run by Drew and two by Lowrie, on through the bunt single and curtain call by Ortiz and the cheers for Varitek as he was replaced in the ninth. Eb's highlight I think was seeing Bard throw, the Red Sox young flame thrower who, next to Varitek, is his favorite player. Eb watched every pitch and the radar gun post after each pitch and I watched Eb much of the day. Many times I got that feeling, the one that my own father had while he and I sat together on the picnic table that day.


To cap it all off, before the game it was announced that we could walk on the field after the game. I'd heard of this before at Fenway but never been there when they allowed fans on the field. Without a doubt, Eb wanted to go and so did I. It was a long wait, the crowd was huge, it was rushed... and Eb and I enjoyed it thoroughly. We walked along the warning track and inspected the Green Monster and the scoreboard. We walked over to and up the right field line on to first base and the infield dirt. We worked our way through the crowd and on through home plate. A fitting end to our trip to Fenway. A quick trip into the souvenir store and we were on our way home.


A friend of mine named Jim Carter relayed a story me once. We were chatting over how difficult it is to run sports programs, how it pulls time away from your family. The story Jim told me came his way by a gent named Ray Pelligrini. "Ray told me 'if you spend more time with other peoples children than you do with your own you're doing it all wrong.'" It's a tough challenge when you teach, and especially when you coach high school sports. There's always another workflow to look over, another piece of writing, a video, another fundraising meeting, another practice. It's difficult not to feel a pull, even anxiety of sorts about the choices you have to make on these fronts. My family has always been great with this, always shifting to go with me, rerouting some educational or baseball related function into a family event. They've managed it better than I have over the years I think. 


Our trip to Fenway was made possible by a colleague and friend at school, Pete Nicholson. Pete had won two tickets to the final game of the season at Fenway that day but he couldn't go. Rather than sell them, he decided to give them to me, an avid Red Sox fan. Pete's generosity set a great day in motion for us, a chance to spend time with my son out of my busy schedule and to reconnect in a way to days gone by. I decided to go over to Pete's class, a Speech and Composition class and tell the tale to his students, much like it's laid out here... and then something very cool happened.


Pete seemed a bit flustered when I peeked around the corner just as his class was getting started... which seemed uncharacteristic of him. I asked a few more times if he was sure... if he could spare five for the tale and he assured me it was fine. I chatted away, recapping the old story of my dive off the bank, the connection with my father and on through the need to slow down and enjoy my family, and how it tied into our trip to Fenway which was ultimately all possible by his generosity... and the dumb luck of choosing the right seats by the field to watch a game. Pete thanked me after the tale, and like the consummate Speech and Comp teacher, he recapped it how I delivered it to the class. Then he asked me to hang out for a bit and he told us all one of his own.


"Of all the days" he said, "that I needed something like this, it happened today." He explained why he was flustered at the beginning of class when I came in. He'd been called up shortly before class by his son's daycare. His son was sick and needed to be picked up. Pete relayed that he was a bit stressed about it, the feeling of guilt about stepping out of school, leaving his students, his foiled lesson plans, the assignments, a slew of presentations, a slew of details. My story had reminded him of something far more important... to pick up his son, not to feel guilty or disappointed... and just enjoy the time. There's another day to catch up.


Eb's first trip to 'the yahd', a magical couple of days really and some good karma.


I checked our DVR the next day to see the game Eb and I attended. Because of our proximity to the field I was certain we'd made it on TV and had planned to catch some images from it and frame them for Eb along with our slew of pictures. Alas, the DVR had croaked and we had to order up a replacement from DirecTV. Unfortunately the recording was lost, along with all the others we'd kept. I've sent notes on to NESN to try to get a recording and out and about with no luck so far. The only blemish on a magical day. 


Now I'm off... done putting down this tale here and stepping away from the rest of todays work... and off to watch Eb play soccer.


Thanks for tuning in.

September 28, 1960 and #9. Forever intertwined in history.

An article on the Red Sox web site (part of my daily reading) reminded me of the historic day in baseball history on tap tomorrow, the 50th anniversary of Ted WIlliams last at bat.

September 28, 1960 and #9. Forever intertwined in history.

Ted Williams.

'The Kid.'

'The splendid splinter.'

'The John Wayne of baseball.'

September 28, 1960 was the stage for WIlliams final at bat at Fenway Park and the inspiration for John Updike's famous story in the New Yorker on the event. Both are two of my favorite moments in baseball history. 

I still marvel at the statistics Williams put up in his final year playing for a dismal Sox team: .316 avg, 29 home runs, 72 RBI, .451 OBP with 75 walks. Better than many folks in their prime in less legendary careers. Williams overall statistical achievements are hard to fathom, especially in light that he lost three full seasons in his prime to military service (1943, 44 and 45).

As baseball folk go, Williams swing is… poetry in motion. The quick load. The approach to the ball. The balance. The follow through. Poetry.

Looking all this over again reminds me of the chills I felt watching Williams appearance at Fenway Park during the All-Star game in 1999, the swan song for a baseball legend.

Was Ted Williams the greatest hitter that ever lived? If I were writing thee lineup card… you bet he'd be on it.

Fall is in the air

Fall... It's a sensory load, no doubt.


Colors cascade across the landscape like a blanket being pulled slowly from the sky to the ground. It reveals the dark, stark landscape below, setting the stage for Winter. The colors while it works... The vibrancy... Every year... Are hard to believe. Living in the North Eastern United States the majority of my life, the beauty of the Fall season has never escaped me. Some years are more vibrant than others. So it goes with life.


The sounds shift. The breeze has a crisper tone to it from the stiffness of the leaves left on trees or swirling about the ground. Tractors, wood splitters, raking of leaves, the snap of a wood fire. The smell of a simmering crockpot that fills the house... like today.

Roasts, stews, ales and breads of a heartier sort start making their way around. The smells are savory. My palate in particular... I enjoy this time of year thoroughly. The apple harvest makes it's way into... Everything. To this day, the thought of seasonal caramel apples... You know that scene in the movie Ratatouille, where the food critic is transported back in time? Powerful emotion. A spice of life.


With all the sensory shifts... I always get reflective this time of year. I enjoy the seasonal show, the sensory shift... And spend time soaking it in.


I've followed a slew of bloggers over the years: Seth Godin, Yong Zhao, Chris Lehmann, Gary Stager, David Warlik to name just a few but somehow I've avoided writing my own blog for nearly a decade. Not sure why really. There is always another thing on 'the list' to pull me away from this sort of writing. Perhaps I've been concerned about voicing my opinions in a format like this. Don't know.



So it's time. Time to carve out a chunk of reflective time to do this. Perhaps I just need to do some reflecting in this format to... Clear out my mind.


I'll see where it goes, how often I do it and on what topics. Right now, I'm sure it'll be a mixture of things... And that suits me just fine.


Writing something like this... On a phone and posting it to a blog... Though I've done this numerous times, it still makes me smile every time I do it.


Engage.


-- Posted from batphone

Social Media and AUPs in Schools

A friend called me recently for advice. He works in a school district and they have been hammering out a revised Acceptable Use Policy (AUP). He described that the discussions on this new AUP been going on for over a year, meetings were now bi-monthly, in complete gridlock and the current draft they were working on had expanded to 11 pages.

I told him a quote from Phillip K. Howard's TED speech: "The constitution is only 16 pages long."

As you might imagine, the AUP draft he sent was loaded with restrictions on web access, programs, hardware, personal devices, restrictions on the use of social media and a long list of resulting penalties.

I told him I felt the document would lead to paralysis and that it was educationally irresponsible for the needs of modern students and educators. The perspective of out of sight, out of mind won't help. Denial of service on such issues is not educational... it's avoidance.

I encouraged him to pass on a series of drafts from other districts to the committee to help them gain some perspective on where neighboring schools were headed educationally. I also recommended that the AUP should be no more than 3 pages, preferably 1. The final that they decide on should be discussed with teachers across the school, and with parents. It should be made part of professional development initiatives to help folks understand the potential pitfalls and strengths. It should not lead to business as usual.

I also offered up that it would be a healthy shift to discuss what they wanted to do educationally rather than simply what they will prevent people from doing.

In sent him the link to Howard's speech below to watch and to pass on to the committee. Howard's speech speaks volumes about refining general principles and goals.

What do you think?

cross posted on rLab for class discussions