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• http://theinnovativeeducator.blogspot.com/
• http://web20classroom.blogspot.com/
• http://www.freetech4teachers.com/
• http://www.twitter.com/ Follow: Steven Anderson @web20classroom or Richard Byrne @rmbyrne
• http://fischbowl.com/

I also have some that I use in my WordPress workshop. You can find them here:

• http://blog.esu10.org/wordpress/training/blogging-resources/

Please share others!

As stated in Chapter 2 of your text, critical thinking involves an integrated set of thinking abilities and attitudes, including thinking actively, exploring situations, thinking independently, viewing situations from different perspectives, and discussing ideas in an organized way. For this assignment, you will analyze a fictional court case with Mary Barnett as the defendant.  First, read the information in Chapter 2 regarding the case. Then analyze the key dimensions of this court case and give a verdict.  Synthesize your thoughts regarding this case in a few paragraphs in which you explain the reasons and evidence that influenced your verdict. Then add your responses to any three of the following analysis questions at the end of your paragraphs.

I find Ms. Barnett guilty of the crime of second-degree murder: intentional murder without premeditation. As I read the case, the first impression that stuck with me throughout the rest of the story was that she had told the police she knew she left the baby behind, did not intend to come back, and that she knew Alison would die in a day or two. Being six months old, Alison was one hundred percent reliant on her mother, and Mary knew leaving her for any amount of time would be detrimental to the health and safety of her child. Her responsibility.

As I tried to keep an open mind and put myself in the shoes of both defense and prosecution, I weighed the stories and tried to discern the facts from opinion or emotion. I relied less on testimony that indicated she was just a party girl and drank all the time. Although this may have had something to do with her decision to leave Alison, the real question was did Mary leave Alison alone knowing she would die.

I also compared the two doctor’s statements in helping me determine a verdict. A lot of what they said contradicted each other and so trustworthiness was key in their testimony. The prosecution had been involved with many of these types of cases where the defense had not.

I also took much weight in the officer’s testimony. They are trained to collect facts and be able to weed out opinion and emotion from their reports. He stated that Mary indicated she tried to get a babysitter and, not being able to find one, still left Alison alone. This spoke volumes to me in terms of her knowing what she was about to do and what it would do to her child.

Reflect on your own deliberations of the Mary Barnett case and describe the reasoning process you used to reach a verdict. Did you find that you were composing a continuing story to explain the testimony you were reading? If so, was this story changed or modified as you learned more information?

My reasoning is described in the paragraphs above but I definatley found myself composing the story in my mind. I developed mental pictures at every step. Every time a different witness “spoke,” I imagined what the scene was like. The vision and the story does change with every bit of testimony and how it plays out if she is guilty, or not guilty. I play each piece in my mind and also consider biases. What if the apartment this took place were in the projects vs a gated community? What if all of her other neighbors liked her? What was Alison dressed in and how was she left in the apartment? And on and on.

Explain how factors from your own personal experience (age, gender, experience with children, and so on) may have influenced your verdict and the reasoning process that led up to it.

This is probably the hardest part of making a decision such as this: trying to remove your own biases from the decision itself. As I reflect on how my personal expeiences may have influenced my verdict, I look at several of the values I have held true throughout my life. One of those values is preservation of life. I personally don’t believe in abortion or the death penalty or war or any other activity where a life is taken at someone’s whim. I look at the age of the victim in this case and think how senseless it was and how she was robbed of life because of someone elses poor decisions.

As I think of these, however, I also ask myself, “am I making this based on my values?” Am I making the decision because Mary disgusts me? All of that aside, I still go back to the fact she told the police she knew she was leaving Alison and that she knew she would would die.

Explain how your beliefs about human nature may have influenced your analysis of Mary Barnett’s motives and behavior.

My first reading of the testimony left me somewhat empathetic to Mary’s argument. But I also questioned Mary’s motives and behavior and wondered how anyone could do this to their child. I do agree that she has mental issues and should have psychiatric care. Who else would leave their child to die? But this is not an excuse to get out of the just and right punishment either. The question of human nature does play into the mix as no one in their right mind would even consider such and act but, on the same token, who would stick a bomb in their pants and try to blow up a plane. I think that is crazy too but wouldn’t consider a mental competency trial for that person.

Chapter 1 of the text introduces critical thinking as an active process and lays the foundation for achieving goals, making effective decisions and learning to think creatively.  For this assignment, you will analyze a future decision. First, describe an important decision in your academic or personal life that you will have to make in the near future. Then, using the five-step decision-making approach described in Chapter 1, analyze your decision and conclude with your “best” choice. Using your webcam, share your analysis with your colleagues.

After I graduate from this class, I would like to write a book on technology. The reasons I would like to write a book are as follows. I enjoy sharing about technology. I am able to organize and communicate information about technology in an easy non-threatening way. This endeavor will also help me become a better writer and communicator. I would also like to use this as a platform for consulting and expanding my career.

Step 2: Consider All the Possible Choices

• What technology would I write about?
• Who is the intended audience?
• Why is there a need for this information?
• Is there already something out there?
• Can I write this or should I consider a ghostwriter?
• Is there a model I can follow?
• Who could I contact about publishing or would I self publish?
• What medium would I make the book available or would a publisher decide this?
• Where and how would I market the book?
• Who will review my work?
• How much time and effort am I willing to submit to this project?
• Are there any legal issues related to writing about a particular technology?

Step 3: Gather All Relevant Information and Evaluate the Pros and Cons of Each Possible Choice

What book would I write?

Google Apps for Educators

Pros: Not a lot of material on Apps out there that is targeted toward educators. This is a huge target audience. I know and use Apps on a regular basis. I have educators that are also using it that I could bounce ideas off of. Limited topics that could be covered as there are only so many programs in the suite.

Cons: Limited to educators + Limited topic = Narrower market.

Google Tools for Educators

Pros: Lots of possible content to draw from. Wider, focused audience. Content could be more general and easier to comprehend. I have a very good understanding of the content. There is much to draw on already from my GoogleTips twitter account. Content from this could easily be transferred to a later Google Apps book.

Cons: Lots of possible content may be hard to organize and put in a concise book form. There is already lots of material online for free. Might be outdated quickly.

Digital Clutter

Pros: Unique topic that affects many people. Interesting topic to me. Might be easy to translate real-world to digital. Opportunity to work with lots of people.

Cons: Would require much more research and cross-platform work. Time consuming as it would require lots of research and working with others.

Step 4: Select the Choice That Seems to Best Meet the Needs of the Situation

At this point, I believe writing a book “Google Tools for Educators” would be the best solution for the reasons outlined in the pros section as they outweigh the cons.

Step 5: Implement a Plan of Action and Then Monitor the Results, Making Necessary Adjustments

• Answer the questions in Step 2
• Brainstorm topics from GoogleTips account
• Develop an outline
• Have someone review the outline and make suggestions
• Start writing the pieces
• Organize the pieces
• Have someone review the organization and make suggestions
• Compile first draft
• Have someone review the progress and make suggestions
• Develop book proposal
• Talk to publishers
• Finish draft
• Have someone review the final draft and correct errors
• Market
• Publish
• Market

Strength – Describe the strongest learning experience(s) you had thus far and why it/they were important to you.

I have very much appreciated creating and participating in the blogs in this course. The interaction is much less formal and allows for a more true representation of thoughts and feelings on particular topics. It allows for informal conversation and reflection on topics of interest.

Improvement – Reflect on how you could improve your learning in the future.

As I went through the Learning Styles course, I found out much about myself in terms of how I learn and some different applications to help me develop the skills to improve my learning process in the future. As indicated by my Memletics learning styles scores, I can use my strengths in logical, kinesthetic, visual and interpersonal learning preference to bolster my comprehension of the topics. I can also work on weaknesses by combining a weakness with a strength. For example, I might use my visual strength to enhance my linguistic weakness by using tools such as Wordle.net or Inspiration.

Insight – What new discoveries/understanding did you get in the learning process? How will you apply it to what you are doing in your daily professional or personal life?

Sean Peck’s blog, “My Thoughts on Adult Learning,” really sparked an element in terms of how I can review my preparations for workshops I do in the future. His statement, “we provide a service and we should strive to have people want our service,” made me think about how I could organize and “advertise” my workshops differently and force myself to think about using a balance of learning styles throughout the day. Not every learning opportunity or topic lends itself well to all learning styles but having a mix and balance would engage more students in the learning process.

The other discovery I had while blogging with other students was that to really learn, I feel you need to put yourself out there and be willing to make mistakes. It is too easy to try and “mediate” a blog post to make it just perfect when really you just want an honest conversation. I believe this, too, needs a balance in terms of being able to effectively disagree with or have a debate and still have a sense of professionalism and still honor the other individual’s accomplishments and views. I believe this is a skill every good teacher/facilitator needs in terms of questioning views and opinions and still having a trusting learning environment for the students.

To begin, let’s take a look at the environment which you have created to help your learners learn.* Discuss the following (please provide specific details, so that others may borrow or adapt your ideas for their environment):

• How have you helped develop/create an environment that promotes trust amongst your learners?
• How do you encourage learners to take risks in your learning environment? And how do you support them so they don’t fear failure in the public eye of their fellow learners?
• How do you gain a better perspective of your learners’ learning styles?
• What do you do to expose your learners to the other learning styles?

For any of these, if you answered “you don’t currently engage in such practices,” explain what you feel you could do differently.

Assignment 3.2 – AEDU 321
Jason Everett

In developing an environment of trust, I do several things with my students. The workshops I hold most are one-day on-site workshops at our ESU. I start by sending out an email to all participants letting them know what they can expect when they arrive to the workshop. I also provide a list of items they may need to have beforehand. I encourage them to contact me with any questions, comments or concerns they may have. I believe this first level contact establishes a communication point where they may feel a little more relaxed in knowing what to expect and a little more about me.

When they arrive I personally greet each person and try to strike up a conversation. This is usually from a professional perspective although I am not apposed to getting into personal conversations either. I try very hard to keep things lighthearted and like to joke with my students. When we have two facilitators, we have fun bantering back and forth and this just sets an easy-going atmosphere. I also have music playing the background. It may be seasonal or just some easy pop or jazz to lighten things up a bit. On the overhead I’ll have the day’s agenda and I usually have a whiteboard with a place for students to put information they want to learn that day. If they are not familiar with our labs or have never been to a workshop at our ESU, I help them log in to the systems and show them where they can check their email and that sort of thing.

Once everyone has arrived and we are ready to start the workshop, we do introductions. I have them do some sort of fun (at least I think they’re fun!) opening activity to introduce themselves. I also try giving them opportunities to have small successes at the beginning of the workshop and building on those throughout the day. All of this, I feel, builds trust so they are more likely to take risks and try new ideas as I push them past their comfort zone.

Participants are more likely to take risks and go outside of their comfort zone if they feel they are supported throughout the process. This requires much encouragement from me and help and patience as they make mistakes. It also helps if their peers are also embarking on a new endeavor together or if they have peers in the workshops that have already been successful in a particular task. I encourage these participants to share their experiences.

In most workshops, I don’t actively pursue knowledge of their learning styles. Rather, I try to incorporate many styles throughout the day. For example, I give them all learning objectives at the beginning of the day with an outline of resources they can refer to during the day or after the workshop. I will introduce topics and give them an opportunity to have hands-on experience with the material in each section. I provide graphical examples as I am talking and also give them an opportunity to sketch their projects with paper and, yes, crayons! Although sometimes hard to do in most computer workshops, I do like to get them up and moving. I do try to break often so they can stretch and get their eyes away from the screen. If it is nice outside, I’ll encourage them to go outside with a partner and may give them assignment to discuss as they walk around the building. Not all but most of these happen throughout the day. It is for their sake/sanity as much as mine!

I believe in the future I may try to find a way to pre-assess learning styles so they are more aware of their own and how to be successful during the day. This might entail a creative opener that highlights these somehow. Then encourage them to delve into their learning style as we progress and let them share their results a couple of times during the day. This could be quite fun! For example, have someone explain their website plan by drawing it on the board. For someone else, they might have us walk through a topic by having us do something hands on. For yet someone else, they might have us break up into groups and share what we have learned. And yet another person might show us some resources they found to support a topic. This could truly be a two way street in terms of teaching and assessing where they are in the learning process.

]]> http://jasoneverett.info/2009/12/05/321-assignment-3-2/feed/ 5 http://jasoneverett.info/2009/12/02/series-technology-to-support-multiple-intelligences/ http://jasoneverett.info/2009/12/02/series-technology-to-support-multiple-intelligences/#comments Wed, 02 Dec 2009 19:59:00 +0000 Jason http://jasoneverett.info/?p=907 This is a series of articles on how and which technologies you might use to support the eight individual intelligences as defined in Dr. Gardner’s Theory of Multiple Intelligences. Here is a sequential outline of the articles:

•  Introduction
• Word Smart (linguistic intelligence)
• Number Smart (logical-mathematical intelligence)
• Picture Smart (spatial intelligence)
• Body Smart (kinesthetic intelligence)
• Music Smart (musical intelligence)
• People Smart (interpersonal intelligence)
• Self Smart (intrapersonal intelligence)
• Nature Smart (naturalistic intelligence)

Your comments, thoughts and ideas are encouraged! Thank you – Jason

My summation of his article is that we need to focus on two primary goals when working with our students: Learning comes from 1) teaching others and/or 2) practice by doing.

As I think about this, this may very well work for those with learning styles that support these two applications but what about the interpersonal student. The one who likes to read and think – process the information. I believe these two applications are good in terms more of assessment than learning. These are good ways to find out if the student knows what they have learned as it give us a window into their world. Now granted, in his profession of teaching medical students, this is probably more important than, for example, a literature student. I just don’t want to lose site that every student is unique and will learn and show their learning differently.

This intelligence has to do with relating to one’s natural surroundings.

What are some personality qualities of nature smart people?

Naturalists may be good at growing things, have an instinctive ability with animals, know the outdoors and what it takes to survive in the elements and may also have an acute understanding of weather and weather patterns.

What are some activities and technologies that would help nature smart people in a learning environment?

GPS/Handhelds - Naturalists will love handheld devices that have mapping features such as Google Earth or GPS capabilities that allow them to collect data based on natural locations.

iLife – Give the nature smart person a laptop with the iLife Suite and they will take your project or lesson to the next level with the ability to express themselves outdoors with pictures (iPhoto), movies (iMovie), podcasts (GarageBand), or blogging (iWeb). Give them a cause to fight for and let them design a project that incorporates the teachings. Nature smart people are usually very passionate about their beliefs and will go the extra mile given the tools.

Is there a cause you support that you could incorporate into your lessons? Can you work outside or have your students do extra projects where they can engage with nature? Share your ideas….