1977 Toyota Corolla

After my first year of teaching, I traded in my aging Fiat station wagon for a brand new 1977 Toyota Corolla.  It cost $2,700 and was a wonderful car; drivetrain, chassis, body and four wheels – basic transportation that I kept tuned myself.  It cranked every time and never failed to get me to work or to Arizona or wherever I was going.  Until four years later.

The starter motor would turn, but the engine simply would not engage.  However, if I left it alone for about a half hour, it would start right up.  This didn’t happen every time I used the car, but each time it did, the pattern was the same.  I took it to a number of auto repair establishments, but, as is always the case, it would start flawlessly.  

I remember as if it was today, a rather short stocky fellow, slipping his Exxon cap off as he leaned under the hood and with grease- and tobacco-stained fingers, flipped open a plastic box that was mounted to the wheel well.  Seated into a circuit board were several microchips.  He said, “That’s your problem.  I don’t know what that is, but that’s your problem.”

The car cranked right up and I drove back home.  It was the next day that I was telling this story to a teacher friend, outside our rooms, during class change.  Several students were lingering close by, including a young man we’ll call Bobby.

I can picture him today; a good looking kid, tall, straight as an arrow, curly back hair and day-old stubble (before it was cool), and the broadening chest and shoulders that come to some boys as early as 15.  ..and he was still in the 7th grade. 

Ignition Coil for a 1977 Toyota Corolla

From the other side of the radiator he said something that I didn’t understand.  My teacher friend asked him to repeat and he said almost clearly, “h’it’s yer cule mista Warlick.”  

After engaging him in something similar to a conversation, I got that my coil was the problem.  An ignition coil is ”an induction coil in an automobile’s ignition system which transforms the battery’s low voltage to the thousands of volts needed to create an electric spark in the spark plugs to ignite the fuel.“¹

This was better advice I’d gotten from any of the trained and experienced auto mechanics I’d consulted, so that afternoon I stopped off at Advance Auto, bought an ignition coil for a Corolla, installed it myself, and the car ran without fail until I sold it a couple of years and 95 thousand miles later for $2,300.

I’d never taught Bobby, but I knew that the teachers liked him, one of those guys they didn’t mind holding back year after year.  I told the story to another friend, whom I respected deeply, a woman who’d taught Bobby for all of these years, and she said,

“Don’t worry about Bobby.  His Dad owns a trucking company that hauls trees to the pulp wood plant.  He’s a millionaire, though you’d never know if you saw him.  Bobby’s going to go work for his Dad when he turns 16 and he’ll inherit the business.  He’s not dumb, he’s just lazy, and he always will be when it comes to learning.”

I don’t know what happened to Bobby.  I do know that pulp wood played out in the region, and Bobby’s business either folded, or he found some way to repurpose his assets into another line of business.

What I do know is that Bobby was not a lazy learner.  That he was able to diagnose the problem with my car, just from the telling of my story, convinces me that he engaged in deep and powerful learning experiences that taught him not only fundamentals, but how to apply those fundamentals for solving real problems.  

They were learning experiences that were qualified by

SUCCESS,

not by a SCORE.

Ignition coil. (2013, March 15). In Wikipedia, The Free Encyclopedia. Retrieved 11:16, May 17, 2013, from http://en.wikipedia.org/w/index.php?title=Ignition_coil&oldid=544257271

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Unlike most first, second and third state edtech gatherings, there was a good deal of tweeting going on in Rock Springs, and I ran my Knitter Chat tool during my two pre conference sessions and the evening keynote. The backchannel was active and rich and Knitter captured both knits and tweets.

One phrase caught my attention as I was reviewing and inserting comments into the backchannel transcript – during my three legs back to Raleigh. Someone mentioned how so many of his students were lazy. It’s a term, lazy, that works quite well in conversations about classrooms, and a term I would have readily used as a teacher almost 30 years ago, “Lazy learners.”

Lazy learners were part of the landscape of the classroom back then and that was OK. Where I taught, lazy learners would become active workers packing peaches and harvesting pulp wood. Where I grew up they would have become lint heads in the textile mills, and not apologized for it.

Today, however, there are not quite so many places for lazy learners to go when they graduate or don’t. ..and fortunately, we no longer excuse laziness. But how do we fuel energetic learning?

I inserted into the wiki page that hosted WyTECC’s backchannel,

What trumps lazy?

Success trumps lazy!

I want to explore two words that have been on my mind for a long time. I want to make a distinction between these two words, though it is one that is not made in the dictionary.  Some may say that I’m making up a distinction. But let’s plow ahead.  It’s my blog after all.

The words are achievement and accomplishment. They are so close that each is often used in the other’s definition and even in descriptions of their etymologies. Yet I would not necessarily use them interchangeably. The contexts determine the word I would us — and in the education context, I most often see, read or hear achieve.

“This student has achieved proficiency.”

“We are narrowing the achievement gap.”

To achieve something is to accomplish attain some predefined goal.

As difficult as it was to avoid using accomplish in that last sentence, accomplishment is, in my way of thinking, a little different. When I accomplish a thing, I can turn around and see something that is the result of my efforts — and it is real. It is not symbolic. And it is not easy to measure. It is, more times than not, of my own design and purpose.  I did it, at least in part, for my own reasons.

The more I think about it, the less certain I am of differences between achieve and accomplish.  Yet the distinction is real.  When our children complete a school task, have they merely learned something new, or have they become more capable.  Can they, the next day,

• Do something that they couldn’t do before
• Build something they were unable to before
• Participate in a conversation that was foreign to them before
• Sway someone’s opinion or earn a collaborator

Do they, in anyway, feel larger than the day before or noticeably further done their road.

I would suggest that many lazy learners are just tired of standing still.

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I was surprised to learn yesterday that Canadian astronaut Chris Hadfield and his crew had arrived back on Earth from the ISS, I hadn’t realized Expedition 35 was coming back so soon.  You may remember a couple videos I posted before from Chris Hadfield. Pretty much everything he’s put out is worth watching as he’s really in to interacting with us earthlings.

Additionally there is a video of the actual extraction of the astronauts if you’re interested in seeing a bunch of disoriented men sit in giant baby seats.

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Hurricane Sandy affected many businesses. Many were forced to close their doors, and those who served the entire country were greatly affected, and greatly affected others. For instance, I worked in a stationery store for a few months this past winter. Several major stationery companies were forced to close during the winter months because they were based in the Northeast. There was no way to call about questions, and production time was increased due to these closures. Another example involves a friend of mine here in North Carolina, who works in the marketing department of a major supplier of electronic supplies. When Japan was hit with the earthquake and tsunami in 2011, many plants were forced to rebuild their machinery, and she noticed a drastic spike in sales. So companies can be affected in two ways, by weather where they are located, as well as by weather to their suppliers.

Challenge your students to make other correlations. How will they use other skills in their future lives? How do politicians use history? How do marketing analysts use science and math? In the end, why are your students learning this information?

Blog: http://visual.ly/how-storms-affect-businesses

It’s a must-read, the text of (Hack Education) Audrey Water’s recent speech to a Canadian audience in Alberta last week.

I do not recommend its reading as a curtsey to Canadian education thought leaders, as much as to point out a disturbing trend that is not limited to the ongoing education conversation.

This is something of a personal rant, but it has confounded me, the support that many of my country’s poor and aging pay to political elements whose legislative activities serve the rich and powerful — until I realized that there is a narrative being told that in America anyone can become rich and powerful and that we should all protect our potential membership in that club.  

In other words, if you aren’t willing to be the first to monetize it, then you shouldn’t expect to be part of the pitch.

Shame on us!

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Most people who remember SPUTNIK and America’s landing on the moon are retiring, so in order to get a first hand experience, most teachers will have to speak with parents or grandparents. But the goal is to get first hand memories of this momentous event that can be related to your students today. For instance, what was someone doing when they found out about these momentous events, what were their thoughts? What did children play with and what were children excited about?

Then have your students imagine what it would be like to walk on Mars. Write a news article about the first Mars landing, or a diary entry as though they were the first person to walk on Mars. Have students discuss what landing on Mars would mean, and what they think will be the next goal after we do land on Mars.

Infographic: http://www.distancetomars.com

It’s different today.  Anything I’m trying to get a computer or a web site to do, someone else has already tried and succeeded, and with the help of others who have already tried and succeeded.  Today, you simply tap into the conversations that they had, and you learn as well.  The result has been an expansion of knowledge about coding and an explosion of ideas for how to use that coding.

Anyway, I’ve been working for a number of months on one possible feature for Citation Machine that I suspect could greatly improve its functionality.  I’ve seen it before on other sites, but could not figure it out in such a way that it would work on all major browsers and both platforms (haven’t tested Linux yet).

It may sound trivial, but if all you had to do is submit a citation form and then simply press CTRL-C to copy the citation, and then CTRL-V to paste it into your document – well I think that’s huge.  Until now, you had to click into the box for the citation, and then double click or triple click to select/highlight the entire citation, and then CTRL-C and CTRL-V to move it into your document.

Now, thanks to the conversations of dozens of programmers who are better than me, you just submit the form and CTRL-C for the bibliographic citation.  To get the footnote you can double or triple click there, or click the [Select] button beneath it to have it selected/highlighted so that you can CTRL-C.  Same with the parenthetical citation.

Please comment if this causes any problems for you.

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OK! This was Wyoming. So there were dinosaur skeletons everywhere.  Tyrannosaurus on the right and Warlickosaurus on the left.

During my presentation, Finding ‘It’ on the Net, at the WyTECC conference the other day, someone asked in the backchannel,

“How do we get educators to understand that students (should) have the freedom of using the Net during class?”

It’s what I love about being able to visit the chat transcript and comment on the attendee’s observations and questions. It extends the conversation and broadens the learning – including my own.

I seems that one way to convince reluctant teachers might be to ask that they imagine their classrooms with really smart students, and imagine the energy that they would generate – and then help them to understand how the Internet is becoming an extension of our/their own brains. Ask them to think of the things that they do today, that they aren’t smart enough to do without the Net. I’d have no trouble doing that.

If students can lookup and evaluate information on the Net and on the fly during classroom work and classroom discussions, extending their own brains, then it may elevate the class, not to mention empower the learners.

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These construction projects take these into consideration, and a great deal more. Do research into various construction projects your students find interesting and find out how these ideas were factored in. For instance, the Leaning Tower of Pisa, what could have been done then, and what can be done now to prevent a building from leaning.

What other things must be considered during construction? What simple machines are used during construction? How is the climate and the soil under the building a factor when choosing a location? How do people finance the building of these massive projects?

Blog: http://visual.ly/most-amazing-construction-projects

Infographic: www.rockanddirt.com

Have we been co-existing with an alien life-form we didn’t even realize was there? Maybe it’ll only take a little bit more prying to find out.

First of all, the infographic shows that North America and Antarctica share a similar temperate trend, and the five remaining regions share an opposite trend. On top of this, the arctic regions are experiencing a warm up and the other regions are showing a cool down. What could cause each of these phenomenon?

Share this with your classroom while studying global warming and other long term weather changes. This is a good example of what global warming can lead to. However, it can also be noticed that the major changes in temperature in North America and Antarctica began around 1200, long before the modern chemicals that are blamed for these changes. What are other explanations?

Blog: http://goo.gl/MFlTU

I have been working on the history of my home town, and the book I am using is organized by subject and time, making it a little difficult to keep track of events as they occurred. I just came across this great website that easily allows you to create a timeline. It can be useful for both you and your students.

This will allow you to create both events and time periods, categorizing items by color, and by creating new layers. This is a great way to organize history for your students, and it can be accessed at home as well.

www.preceden.com

Littering is a big problem in our country. A single cup may not make a difference, but if everyone threw away a single cup, it would add up very quickly. At the same time, seeing someone recycle may make someone else recycle. So you recycling your one can make make someone else do the same.
We are overflowing our cities, states, countries, and planet with trash that could easily be recycled, or reused. Neighborhoods are having to be built beside landfills because there is not enough space for people and trash. It is just as easy to recycle as it is to throw things away. Keep a recycling bin outside of your back door, or in the same place as your trash can. Usually recycled materials can be taken to the same places as trash. Many landfill have a place to add recycling, and for those who live in cities and get your trash picked up, recycling can also be picked up. In addition to this, recycling bins are often beside trash bins in public places. So there really is no reason for you to not recycle. Check out these statistics, and contact your local recycling center for statistics on your areas trash problem.
Blog: http://visual.ly/eye-opening-statistics-littering