Tuesday, July 16, 2002

Posted template for Disruptive Technology website http://www.disruptivetechnology.org 6:14:30 PM     Asks Students to collect proverbs from their parents or grandparents. Cultural Knowledge and Wisdom Proverbs built around themes like the important of relationships, cooperation, collaboration. Students work in pairs , students enage in dialogues to decode the meaning of the proverbs. learn literal then implied meaning. Speaking and Listening Domains Teacher prompts Students then went home to get parents understanding of the proverb. Then students write in pairs a story that follows the proverb. Co-Constructing Knowledge Work on pairs on poster paper. Go back home to get cultural meaning and explanations from parents.. Performance - Back to school night. 5:39:03 PM     The Fourth "R" Real Communication Through International Global Learning Networks. CLMER 2Way Assistance and Resource Center http://www.clmer.csulb.edu/ Technology assistance for Dual Language Two Way programs --- Conocimiento Introdce yourself to the person sitting next you and discuss: What is REAL communication? How do you know when you are REALLY communicating? ---- From Teacher Brainstorm Our Challenges Developing Target Language Research materials Up to do date material Time to ingegrate Management of Group Compatibility Mac/PC Integrating Technology Challenges Technology access for teachers and parents. Technology Literacy for parents and teachers. Lack of Computers Professional Development for technology literacy Technology support Our Challenges From presenters. lack of materials Diminishing stuent participation Lack of language models Lack of student motivation to speak the language Meeting Standards in the target language Meeting SAT9 Needs. Two Types of Classroom Netowork Class to Class Partnerships Teacher negotiating and collaboration Multi - Class/Group AProjects Centralized and Organized Projects Nossos Antepassados Project Adaption of Class to Class Letter Writing Project with Schools in Portugal Standards embedded in the project Vocabulary and concept development Writing Strategies Written and Oral Language Writing Conventions Small group More rewarrding More personal and motivating More conducive to meeting students individual needs Lessons learned Time Frame- Semester Long Technology Challenges- Organization of Communications - Use Chart or record of ongoing communications. Future Video conference fo immediacy of contacts Curriculum Support from schools in Portugal Classroom projects and /or learning experiences exchange Cultural Package Exchange 3:56:38 PM     Cultural Pluralism Featured General Speaker Kristin Brown Featured General Speaker Center for Language Minority Education and Research , CSU Long Beach De Orilla a Orilla http://www.orillas.org/welcomee.html "You cannot lift a stone with one finger: it takes a whole hand." Bambarra (Indigenous language spooken in Mali) Cooperation Short phrases based on practical wisdom ---- What is the climate that is built in the classroom. From traditional invidiualistic and competitive pedagogy toward constructivist and finally toward transformative pedagogy (Paolo Freire). Social Assumptions What are the implications for socail interactions in the classroom. disempowered communities to empowered communities which stress fairness and justice. TEACHER STUDENT INTERACTIONS Academic engagement and identity investment. ---- Framework for Collaborative critical inquiry (Friere,Ada,Cummins) --- ISTE Nets Standards & State Standards Take a lesson from their site such as.... Using a Beenie Babies Project (An example) What is the message sent to children. Latino Parents said that investment they would make would be in their children's education and in passing on the richness of their culture. Math Ratios and Biography in the Library for third graders Categories race, sex , ethinicity and mortality. Conclusions - Dead Anglo Men were in the majority. Students began to critically look at the results of their biography Students began to formulate question and hypothesis on why the lack of women, ethnic and living subjects biographies. Went to work in cooperative teams at the San Francisco Main Library Librarians now used the student's hard data to hopefully to be more inclusive in their purchasing of books. Students were engaged in an authentic learning problem. Oral History Projects Local history culture package for their partners in Boston. Geographic Guessing game (latitude and Longitude) Place of Birth Share en historical event ( Age) There next task was to research their roots. Go back to check parents and grandparents Study patterns of immigration. Move from discreet skills to engaging projects. --- Standard Lessons on Writing How would we help our students see themselves as writers. Premis is that real people write books What Makes the Writer Write? Learn motivation of authors for writing. Usually these lessons are euro-centric. In one project these were the results. What was the difference between the k-2 and 3-5th students. Who wrote more? The younger students write from their life. Older students wrote less because they do write from thier own experience. Are we mindful of the "hidden" curriculum in the schools? prompted writes preserve history through family artifacts Engage in dialogue chat. A paradigm shift ocurred > 'Meet the Author " to "We are the Authors" ---- Video documentary by student Video, Stills and text from published works. Wrote of work life in an asparagus factory Interview with translation of text ___ Students and school communities are busy working on similar authentic problems is for real. This is a powerful model for using technology wisely and with a real purpose in the educational community. Children become engaged not only with the inquiry but in their own community and heritage. We need to stop the alienation of our children by providing with a formation that enables them to be productive citizens. In the present climate, we that more than ever! 11:36:07 AM

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