The Maker Movement: White House Google + Hangout

School Leadership Summit - Tomorrow LIVE! (Steve Hargadon - Talks will be archived)

. Thursday, March 28th, is our inaugural, online, and free School Leadership Summit. http://www.SchoolLeadershipSummit.com. We invite you to join us for a very full day of sessions from Yong Zhao, Michael Fullan, Bill Brennan, and 67 other presenters as part of a virtual and collaborative global conversation on school leadership. The hour-by-hour conference schedule, with instructions for attending, is available to view in 35 different time zones at http://admin20.org/page/schedule. The Summit welcome is at 6:30am US Pacific Daylight Time, and the conference finishes with an informal online "after party" at 7:00pm, twelve and a half hours later. Conference strands are aligned to the internationally-recognized ISTE National Education Technology Standards for Administrators and include the leadership topics of: Vision in a Changing World, Teaching and Learning in a Changing World, Professional Learning in a Changing World, Data-driven Reform in a Changing World, and Ethical and Responsible Use in a Changing World.  TICAL (the Technology Information Center for Administrative Leadership) is the founding partner of the conference. We invite you to join us! All are welcome. See you online! Steve Steve Hargadon Co-Chair, 2013 School Leadership Summit http://www.stevehargadon.com Visit Classroom 2.0 at: http://www.classroom20.com/?xg_source=msg_mes_network Recordings: Session recordings will be posted almost immediately after a session is completed. Look to the conference menu for a link to the recordings page. To continue correspondence with a session presenter and attendees, look for the presentation discussion post here.

On Student-Centered/Created, Exploratory Learning Experiments (Submitted by Jim Ross)

At the Speed of Learning Posted: 20 Mar 2013 03:21 PM PDT My third graders have been studying the Iditarod race and tracking musher data online during the past few weeks.  Take a look at the data available on the mushers, like first place winner Mitch  Seavey.   Graphing, data analysis, addition, subtraction, addition, averages, and so much more become real as students follow the race online, tracking their own selected musher.  As a part of the study, we built our own sleds.  I cleaned out the art supplies and covered an entire table with random stuff. Popsicle sticks. Cardboard. Cotton. Yarn. Bubble Wrap. Recycled items.  The goal?  To build a sled that would carry a small bag of musher supplies (bingo chips) down the hill (a table leaned down on two legs) at the fastest speed possible.  The class dove into the supplies, building, researching sled designs, and recreating their own little sleds in small teams. When we raced? The sleds with cotton on the bottom hesitated to start.  The sleds with wood bottoms? Zoomed to the bottom.  Friction. Force. Motion. Energy. Collaboration. Data. The reflections afterward? They not only understood friction, but they applied it to their own experiences.  All of this from a pile of craft supplies, a real-life race, and morning spent creating and exploring.   Even better? They applied what they learned to the real sleds on snow, ice, and rock mushing  through Alaska. I could have given them a pattern to follow. I could have just asked them to just read a chapter about force and motion and write some defintions.  I could have even made a sled and demonstrated for them. Instead? I got out of their way.  A pile of materials engaged them, and our race at the end allowed them to make comparisons, draw conclusions, and keep it real.  They were solving problems, working as a team, and creating.  They were learning.

Perspectives on Social Entrepreneurship & Innovation for Non-Profits - Cultural Shifting

Classic on Student Interests & Digital Learning - Sugata Mitra "Hole in the Wall" experiment

Profile on Doug Kose, new CEO for BBBS!

New Big Brother Big Sister leader aims to raise agency awareness

Big Brothers Big Sisters leader aims to raise agency awareness

• By Carly Harrington
• Posted February 3, 2013 at 4 a.m.

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PHOTO BY ADAM BRIMER // BUY THIS PHOTO

Photos by ADAM BRIMER/NEWS SENTINEL Doug Kose, CEO of Big Brothers Big Sisters of East Tennessee, left, chats with his "Little Brother," Brandon Fair, 10, at Thompson-Boling Arena before the game between the University of Tennessee and Vanderbilt University on Jan. 29. Kose mentors Brandon through Big Brothers Big Sisters.

Just outside Gate B at Thompson-Boling Arena, 10-year-old Brandon Fair walked alongside his new "Big Brother."

An energetic and tall fifth-grader at 5 feet, Brandon was recently matched with a mentor, Doug Kose, the CEO of Big Brothers Big Sisters of East Tennessee.

"We did a high-five when we found out we both liked Golden Corral," Kose said of the restaurant off Clinton Highway.

They met for the first time a week and a half ago and already are becoming fast friends, he added, even if Brandon is a proud University of Alabama football fan.

"I'm working on it," Kose said.

"Good luck with that," Brandon replied.

Tuesday's basketball game pitting the University of Tennessee men's team against Vanderbilt University was the pair's first official outing.

It was familiar territory for Kose, the former assistant athletic director for sales and marketing in men's athletics at UT.

Kose, who took the reins of the local Big Brothers Big Sisters affiliate on Jan. 1, now aims to use his experience promoting the Volunteers toward a new mission: helping at-risk kids achieve success in life.

His goal is to raise the profile of the nonprofit agency, which is facing a volunteer shortage and a need for more fundraising dollars.

"The first 15 years of my career was about myself," Kose said. "This was a way to be a difference maker and help kids facing an adverse life, to be part of something bigger than myself."

LOOKING FOR A CHANGE

Kose left his job at Eastern Michigan University in 2005 and moved to Knoxville, where he went to work for the UT athletics department.

PHOTO BY ADAM BRIMER // BUY THIS PHOTO

Ryan Willis, right, enters Thompson-Boling Arena with Jamal Holloway before the game between the University of Tennessee and Vanderbilt University on Jan. 29. Willis helps mentor Holloway through the Big Brothers Big Sisters of East Tennessee and brought him to the game.

It was, as he described it, his "dream job."

But after seven years, he reached a point where he was looking for a change.

The job often required the father of two young daughters to work long hours at night and on weekends. He also had gotten involved two and a half years ago as a board member of Big Brothers Big Sisters, which is dedicated to providing one-on-one mentoring relationships between adult volunteers and kids ages 6-18.

Then, Myra Yeatman, the head of the agency, announced her intent to retire.

"I was all about finding a replacement, but internally, I thought, why not apply? Like a boomerang, it just kept coming back to me," Kose recalled. "With my kids, I felt it was time to refocus a little bit instead of working all the time."

The organization started a national search in February 2012, getting close to 30 applications from as far away as Washington state. But Carr Hagan, senior vice president at Lawler Wood Housing, who has served as board president since July 2011, said Kose stood out because of his inner knowledge of the agency and a detailed vision of where he wanted it to be.

"Having been on our board and leading us through a couple of event campaigns with success, he had appreciation for strategic direction and (the) critical path for how we get there, whereas someone interested from the outside would take several months to get through the learning curve," Hagan said.

Kose presented the board with a plan that he hoped to achieve both within the first 90 days on the job as well as over the next two to five years.

"We have a lot of momentum, but with my background, I'd like to take it to another level it hasn't seen before," Kose said. "I'm real excited about what the future holds."

VISION FOR THE FUTURE

There are more than 100 kids on a waiting list. Most of them are boys, whose wait to be matched with someone can last a year to 18 months.

PHOTO BY ADAM BRIMER // BUY THIS PHOTO

Ryan Willis, Jamal Holloway, Brandon Fair and Doug Kose, left to right, chat in the concourse at Thompson-Boling Arena before the game Jan. 29. Willis and Kose mentor Jamal and Brandon, respectively, through Big Brothers Big Sisters of East Tennessee. Kose, who became CEO of the organization Jan. 1, aims to raise the profile of the nonprofit agency.

"It's always been an issue, not just here but nationally," Kose said. "We need to cut back that time because they could get disinterested. We've got to find more guys who can be a role model for kids. People think they're too busy."

Volunteers can be site-based, working with kids in a school setting, or community-based, which allows them to go to the kid's house or on outings.

While many people know what the organization does, others assume it's part of the Boys & Girls Clubs of America, a different nonprofit also geared toward helping at-risk youth.

Big Brothers Big Sisters has an estimated 650 active matches. Boys represent about 35 percent of that total. The agency has set a goal to have 750 active matches by the end of its current three-year strategic plan in June 2014.

To help achieve that, the organization plans to launch in April a new public awareness campaign encompassing print, billboards, radio spots, and lunch and learns. To attract more male volunteers, it has adopted the slogan "Man Up — Real Men Mentor."

"We need to broadcast the mentoring that we try to facilitate and share some of the success stories," Hagan said. "Once people understand what we're doing, we have a lot of measurement tools that show the positive results that can come out of this mentoring for the child."

To be successful, the agency is looking to expand its fundraising efforts over the next several years to exceed $1 million. Its $900,000 budget is funded 25 percent by the United Way, 25 percent from special events and donations, and the remaining from grants and foundations.

Two of its biggest campaign events include Bowl for Kids Sake and the recently added Knox Venture Race. Kose also wants to be more aggressive in providing agency-sponsored events for volunteers and their matched kids to engage and thank them for what they do.

Kose said he wants to increase resources from donors in the community so the agency can expand into other needed areas like Morristown. Big Brothers Big Sisters has offices in Knoxville and the Tri-Cities serving six counties.

It costs $1,000 to make a match and sustain it one year, including staff training, evaluations and background checks.

"There are other places we could be that we're currently not serving," Kose said. "My long-term goal is to expand our service areas, but we've got to increase funding before we can do that."

Big Brothers Big Sisters of East Tennessee

What: A nonprofit organization dedicated to providing one-on-one mentoring relationships between adult volunteers and children ages 6-18 in six East Tennessee counties

CEO: Doug Kose

Headquarters: 119 W. Summit Hill Drive, Suite 101, Knoxville

Employees: 15

Budget: $900,000

Website: http://www.bigbrothersbigsistersetn.org

Change the Equation - Growing Out-of-School STEM Chorus (Submitted by Jim Ross)

Change the Equation (Update STEM: February 2013 Newsletter)

{Change the Equation} Now Newsletter - February 2013

• From the CEO
• Point of View
• STEMtistic℠
• What’s Happening at CTEq
• In the News

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From the CEO
Those of us who are information junkies are mindful that a few data points do not a trend make. However, the chorus of voices coming together in unison around shared and specific goals, in pursuit of value-added efforts to improve STEM learning, indicates to me that something significant is afoot.
Consider what happened in February alone:

• In a full-page letter published in the New York Times, 42 Change the Equation companies voiced unified support for the new, ambitious Common Core State Standards. The corporate community spoke loudly in providing very public backing for the work under way in states, districts and classrooms nationwide to improve college and career readiness for all students. Given the challenges ahead—such as the real potential for an initial decline in test scores and public backlash—this stake in the ground amounts to a courageous stand.

• America’s largest youth development organizations announced that they are joining forces to define ways to strengthen their individual STEM programs and collective effectiveness. This message is music to our ears.
  
  Here’s the beef: The National 4-H Council and the Noyce Foundation this month convened CEOs, senior leaders and youth representatives from Boys & Girls Clubs of America, Big Brothers Big Sisters, Girls Inc., Girl Scouts and YMCA. This executive roundtable focused on out-of-school STEM learning. Corporate and research partners of these organizations were on hand to share information, learn from one another and explore ways to work together to develop impactful STEM learning.
  
  Bravo—and we can’t wait to see the impact of this strong new partnership. We’re betting that STEM philanthropists will be glad to see this remarkable coordination of effort as well.
  
  (On a related note, CTEq hosted a STEM Salon in January on out-of-school STEM learning. If you missed it, you can watch it here.)

• Finally, CTEq is part of a conversation among groups that advocate for girls and women in STEM fields. These groups are coming together and seeking mutual sweet spots, as the out-of-school organizations are doing. This effort could create more and better STEM pathways for girls at critical junctures in their lives.

 My takeaway from this month’s encouraging news is that we’re seeing a more significant, deliberately coordinated movement to improve STEM learning in many forums. Like-minded individuals and organizations, in both the public and private sectors, are synchronizing their advocacy. They’re looking for complementary ways to work together toward a common purpose—and planning strategically to stretch their dollars and amplify the impact.

Are we seeing a trend? What do you think? We’d love to hear your thoughts.

Linda P. Rosen
CEO
Change the Equation
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Point of View
Jim Marshall
CEO
Promethean
I’m fortunate to work with educators on a daily basis who remind me that STEM education is far more than the individual study of mathematics and science; it is the interdisciplinary study of science, technology, engineering and mathematics.

As we debate how to increase the number of students seeking careers in STEM related fields, perhaps we ought to consider how students get hooked on studying these subjects in the first place.  We must start early and support all students in acquiring the basic concepts that are the building blocks for success.

At its core, STEM education promotes integrated learning, investigation and questioning, with an emphasis on design and problem solving. STEM-literate students will be experienced in the integrated study of all four subject areas, rather than achieving literacy in any one individual strand. Furthermore, the benefits of this experiential learning style are applicable and can be applied across the curriculum so that any student who graduates from school is prepared to compete in a knowledge-based global economy and can demonstrate each of these attributes.

Our mission at Promethean is to unleash human potential by revolutionizing the way the world learns and collaborates making all of us more engaged, empowered and successful. Through our daily work and by joining organizations like Change the Equation, we work toward those goals by innovating the teaching and learning process so educators have the information, tools and resources necessary to deliver lessons that motivate, inspire and challenge students.

We strive to help teachers be more effective with their time and to give them tools to improve overall learning productivity – again, not just for STEM but for all courses. What is changing is the design of the learning day to involve real-world problem solving, critical thinking, collaboration and communications skills, as well as the curriculum used to help students build their skills and knowledge.

As we seek to understand our students’ progress, we must move to more dynamic and fully integrated tools to impact learning. We need to explore new ways to link learning, teaching, participation, diagnostics and assessment if we are committed to offering a personalized learning journey. And, by keeping a learner-centric approach to how teaching and learning is delivered, with support for all learners to acquire fundamental basic concepts, our students will be prepared for STEM careers and the workforce in general.

We recognize the need to focus on STEM and how necessary it is to update how we teach these more challenging curricula. One approach we believe is to ensure teachers have the access and the ability to use modern technology and digital resources to build dynamic and complete lessons that will keep students interested, engaged and excited.

We cannot fail in our mission to keep students motivated in their learning, when we know the outcome of student achievement directly influences the economic success of a country, and its ability to compete on a very competitive world stage.

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STEMtistic℠
Engineering Pays Off
The median annual earnings of an engineer with a bachelor’s degree are $75,000. Eight of the 10 majors associated with the highest median earnings are in engineering.
more
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What’s Happening at CTEq
This month, we’re pleased to launch a comprehensive new tool that will help states strengthen their efforts to improve STEM learning. We’re also participating in the release of a groundbreaking NCES report on the state of math education nationwide, working to build on our STEMworks Database and hosted a STEM Salon on engineering in K–12 education. And we’re continuing to get great response to our iON Future. 

State Self-Assessment Tool Released! Is your state on track to deepen STEM learning for all students? This month, Change the Equation released an online tool, State Self-Assessment of Capacity for Advancing STEM Initiatives, which will help state leaders and STEM stakeholders work together to answer that question. The tool offers a comprehensive approach to taking stock of every aspect of STEM education, including:

• Structural conditions for accelerating STEM talent development
• Standards and expectations
• STEM learning opportunities
• Teacher preparation, supply, distribution and support
• Postsecondary education and research issues
• Resource allocation and alignment

The tool is designed to help jumpstart state efforts to develop and refine coherent plans that include carefully chosen strategies and tactics attuned to the needs of the state, its regions, school districts, institutions of higher education and employers—while engaging these partners in planning and implementation.

Groundbreaking Math Report Coming in March. CTEq CEO Linda Rosen will join a distinguished panel of experts for the release of a National Center for Education Statistics (NCES) report, Algebra I and Geometry Curricula: Results from the 2005 High School Transcript Mathematics Curriculum Study.

Conducted in conjunction with the National Assessment of Educational Progress (NAEP) High School Transcript Study, this new report explores the relationship between course taking and achievement by examining the content and challenge of algebra I and geometry courses taught in the nation’s public high schools. The report is particularly timely now as schools work to implement the Common Core math standards and prepare all students for college and careers.

The release is set for March 12 at 11 a.m. at the National Press Club in Washington, DC. You can register to attend the live event or attend virtually via webcast to hear the results and panelists’ reactions at http://nces.ed.gov/nationsreportcard/math_curr_registration.asp.

Are Teachers Ready for the Common Core? Check out the Change the Equation blog on the new MetLife Teacher Survey of the American Teacher, which suggests that there may be bumps ahead for teaching to the Common Core.

Building the STEMworks Database. To date, 36 exemplary programs have met the high bar for inclusion in our STEMworks Database. Now, we’re working with WestEd, an independent, nonprofit R&D and service organization, to identify a handful of the most scalable programs—those that are “shovel-ready” and have the capacity to maximize returns on investment. Stay tuned!

The Place of Engineering in K–12 STEM Learning. At this month’s STEM Salon, CTEq explored the challenges of engaging students in engineering—a fantastic career, but a subject that doesn’t yet fit easily in the curriculum or the school day. If you missed it, you can find out how our expert panel thinks this challenge should be addressed on our website.

iON Future Game Continues to Engage Students and Educators. Change the Equation’s suite of free online learning games for middle school to early high school students continues to be a hit. Launched in November, iON Future had attracted 13,260 visits, including 7,678 unique visitors, by mid-February—and the amount of time users spend on the site is well above the industry standard. In addition, of those who create profiles, 57 percent are female.

Visit the site to check out the introductory video, download a learning guide for teachers, facilitators, program directors and families—and get the kids in your life playing the winning STEM game!

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In the News
National Engineers Week falls in February, and these CTEq member companies are honoring engineers year-round by inspiring teaching and learning in this and other STEM disciplines:

Inspiring the Next Generation of STEM Talent. Bechtel continues its long tradition of sharing the wonders of engineering and supporting young people with several new contributions. The company donated $250,000 to fund the new Delta High School, a public school focused on STEM in the Tri-Cities area of Washington state. The gift was made to the Washington State STEM Education Foundation, which is leading the effort to build the new school through a public–private partnership.

In December, the company opened the Bechtel National Planetarium at Columbia Basin College in Pasco, WA. Equipped with the latest technology, the facility is designed to increase interest in math and science education through astronomy for children and adults of all ages, from around the region. The planetarium, funded in part by a $100,000 donation from Bechtel, illustrates the power of communities and businesses partnering to encourage the next generation of scientists.

Bechtel also celebrated Engineers Week and Introduce a Girl to Engineering Day with “Engineer for a Day” workshops, activities and “teach-ins” from professional engineers for Boy Scouts, Girl Scouts, Webelos and in K–12 schools around the country.

Supporting Strategic STEM Pipeline Programs. The North Carolina GlaxoSmithKline Foundationawarded a $1.76 million grant to improve STEM education in the state, according to the Triangle Business Journal. The grant will be used to create a STEM Center of Excellence for Active Learning at North Carolina A&T State University.

The grant will support two strategic pipeline programs for high school students and incoming college freshmen planning to major in STEM disciplines. A summer enrichment program will immerse high school juniors in critical applications of science, computational science and math, and prepare them for SATs and college. A bridge program for incoming freshmen will offer chemistry and calculus pre-courses and strengthen skills in oral and written communication, critical thinking, time management, leadership and business etiquette, and financial management.

Raytheon Engineers a Teacher Scholarship Program. More than 20 full scholarships will be awarded to elementary teachers (grades 1 through 5) to attend a two-day, hands-on workshop at the Museum of Science in Boston. Up to 20 scholarships of $3,000 will be awarded for teachers interested in learning how to implement Raytheon’s Engineering is Elementary® program in theclassroom.

Rejuvenating STEM Instruction. Engineering News-Record named Dean C. Allen, CEO of Seattle-based mechanical contractor McKinstry, one its top 25 newsmakers of 2012. Allen was instrumental in launching the advocacy group Washington STEM, which has pledged $100 million over the next decade to rejuvenate STEM instruction at all levels of education, in and out of the classroom. Allen serves as board chair of the group. Executives from CTEq companies Boeing, Intel and Microsoft also serve on the Washington STEM board.  
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 Quote
 "We need to have more girls interested in math, science and engineering. We have half the population way underrepresented in those fields. That means we have all that talent downstream that is not being encouraged. We say math and science is part of your overall educational experience. We don’t want you intimidated by it. We want you to continue to pursue it so your options remain open as you get older."
— President Obama, Google+ "Fireside Hangout" chat

Student Driven Design - Personalized Learning (Submitted by Jim Ross)

If students designed their own school… it would look like this

Posted by Valerie Strauss on February 20, 2013 at 4:00 am

Student Peter Boyce
(By Charles Tsai)

“It’s crazy that in a system that is meant to teach and help the youth there is no voice from the youth at all.” That’s the opening line in a video called “If students designed their own schools,” about The Independent Project, a high school semester designed and implemented entirely by students.

What did it look like? No quizzes. No tests. No grades. Students created their own learning materials and taught themselves and each other.

The Independent Project started in 2011 at Monument Mountain Regional High School, a public school in Massachusetts, after a student named Sam Levin advanced an idea about students creating their own learning environment in order to find the engagement and mastery he felt were lacking in many teacher-designed classes. Principal Marianne Young agreed to a pilot.

In this model, teachers serve as mentors and coaches, not as direct instructors, while students pose questions and find ways to answer them.

The pilot semester — in which eight students participated (one 10th grader, five 11th graders and two seniors) — was broken down into four parts: orientation, the sciences, the arts, and the collective endeavor, which all of the students would agree on a serious world issue and work together to find a solution or a piece of a solution. Students would come up with their own questions in each subject, research it and then teach it to the other students.

After the first semester, an evaluation was undertaken and changes were made to the model. Now several schools in the country have their own Independent Project.

The video was done by Charles Tsai, director of Learning Networks for Ashoka Canada, a global association of social entrepreneurs. He also  works in the area of self-directed education through his organization, Social Creatives.

Here’s Tsai’s video:

Virtual Schools Act (Dr. Kecia Ray, Executive Director of Learning Technologies for Nashville Public Schools and President-Elect of ISTE)

Virtual learning needs support in 

Tennessee

Feb 12, 2013   |  

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Recently, there have been proposals to revoke the Tennessee Virtual Schools Act passed two years ago.

Tennessee has lagged in funding and supporting technology in our schools for years, but we are one of the leading states when it comes to online and virtual learning. To stop that progress now would be a mistake.

Tennessee does not have a statewide virtual high school, but several districts have opened virtual schools or programs. In Metro Schools, we have the first diploma-granting virtual school in the state. We are one of several state districts that now require students to take at least one online course before graduation. Memphis City and Putnam County schools are doing the same, putting Tennessee among just six states leading college and career readiness with this online requirement.

Online learning opportunities include taking courses not typically offered at a school, recovering credits, dual enrollment with colleges, accelerating graduation or staying in school while also staying home to take care of family members.

Most districts in Tennessee manage their own virtual schools and programs within the district. They do not contract with for-profit vendors to provide services, content or teachers. MNPS Virtual School has a brick-and-mortar building where parents and students can visit to meet with teachers, receive tutoring or meet with friends. We purchase digital content from vendors, just like buying textbooks, but hiring and evaluating teachers, as well as monitoring student progress is conducted internally by the school.

The more direct oversight the district has over the virtual school or program, the greater the likelihood of high-quality content, teacher quality and mechanisms for academic interventions for struggling students. District-run virtual schools are focused solely on yielding high academic success, as opposed to turning a profit.

Public virtual schools have the same accountability standards as brick-and-mortar schools. Under the current system, underperforming virtual schools are at risk of state takeover or even closure. Revoking the Tennessee Virtual Schools Act would actually allow schools to circumvent accountability by operating as virtual programs, not schools, with student achievement results sent to the student’s zoned school. This is not the transparency most desire.

The best solution is to limit online learning to district managed virtual schools and require them to be accountable for full and part-time students. The virtual school will have to make adequate yearly progress under Tennessee’s accountability system or face the consequences. Tennessee has finally made strides in developing college- and career- ready graduates with skills online learning provides. Virtual learning is here to stay.

Kecia Ray is executive director of Learning Technologies for Metro Nashville Public Schools and president-elect of the International Society for Technology in Education.