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    <title>The Tempered Radical</title>
    
    
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    <id>tag:typepad.com,2003:weblog-601446</id>
    <updated>2012-01-25T20:11:13-05:00</updated>
    
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        <title>The Sad Truth Behind Mr. D's Take on Assessment</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/TkiIysN_kE0/the-truth-behind-mr-ds-take-on-assessment.html" />
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        <id>tag:typepad.com,2003:post-6a00d8341c721253ef0163001fdf77970d</id>
        <published>2012-01-25T20:11:13-05:00</published>
        <updated>2012-01-25T20:13:30-05:00</updated>
        <summary>After my recent rant on the sad state of technology in schools, Gerry Varty -- a regular Radical reader and good friend working as an assistant superintendent for the Wolf Creek Public Schools in Canada -- dropped me an email...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Life in Schools" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Teaching Practice" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Testing" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>After my recent rant <a href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/enough-is-enough.html" target="_blank">on the sad state of technology in schools</a>, Gerry Varty -- a regular Radical reader and good friend working as an assistant superintendent for the Wolf Creek Public Schools in Canada -- dropped me an email looking to cheer me up.</p>
<p>He pointed me to <a href="http://www.youtube.com/watch?feature=player_embedded&amp;v=0fn_vAhu_Lw#!" target="_blank">this hilarious clip</a> from a new Canadian <a href="http://www.cbc.ca/seasonpreview/2011/11/mr-d.html" target="_blank">#educentered sitcom</a>.  In it, Mr. D figures out a new way to speed-grade essays written by his students and then ropes a buddy into helping him work through the stack over beers at the bar:</p>
<p> </p>
<p><iframe frameborder="0" height="241" src="http://www.youtube.com/embed/0fn_vAhu_Lw?rel=0" width="416" /></p>
<p> </p>
<p><strong><em>Here's what worries me, y'all</em></strong>:  I've BEEN Mr. D more than once during the course of my career.  The truth is that grading essays can be a grind -- and even when I use rubrics to give targeted feedback or when I focus on ONE criteria -- student voice, proper mechanics, organization, content -- to save time while grading a written task, I end up overwhelmed. </p>
<p>This is nothing more than a function of simple math:  I serve 120 students every day.  Giving good feedback on an individual essay takes about 5-7 minutes.  That's 12 hours of grading per task.  After attending meetings, filling out paperwork and answering my email, I have about 30 minutes free each day to plan and to give students feedback.  </p>
<p>The result: I skim my way through papers on a good day and I completely stop asking challenging questions that require anything more than multiple choice responses on a bad one. </p>
<p><em><strong>To be honest, that confession leaves me just short of completely ashamed.  </strong></em></p>
<p>Out of all of the tasks that I'm charged with, NOTHING is more important than giving my students tasks that challenge their thinking and force them to demonstrate sophisticated understandings of the content and skills that we all care about.</p>
<p>More importantly, NOTHING is more important than giving my students timely, targeted feedback on their levels of mastery.  Without detailed feedback highlighting strengths and weaknesses, students don't grow as learners. </p>
<p>But NOTHING about the current structure of schools makes timely, targeted feedback on tasks that require complex responses from kids doable.  Our class periods are too short, our student loads are too large, and our time away from students is increasingly filled by requirements that draw us away from important individual tasks like planning and grading.</p>
<p><em><strong>#frustrating</strong></em></p>
<p><em><strong>#frightening</strong></em></p>
<p><em><strong>#anotheredufail</strong></em></p>
<p><em><strong>__________________________</strong></em></p>
<p><em><strong>Related Radical Reads:</strong></em></p>
<blockquote>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/09/is-real-formative-assessment-even-possible.html" target="_blank">Is REAL Formative Assessment Even Possible?<strong> </strong></a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2009/06/assessments-eitheror-conundrum-.html" target="_blank">Assessment's Either/Or Conundrum</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2009/06/assessing-learning-the-danish-way.html" target="_blank">Assessing Learning the Danish Way</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/04/your-data-dream-my-data-nightmare.html" target="_blank">Your Data Dream. My Data Nightmare</a></p>
</blockquote>
<p><strong><br /></strong></p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/TkiIysN_kE0" height="1" width="1" /></div></content>



    <feedburner:origLink>http://teacherleaders.typepad.com/the_tempered_radical/2012/01/the-truth-behind-mr-ds-take-on-assessment.html</feedburner:origLink></entry>
    <entry>
        <title>Tool Review: Posterous Spaces</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/PYoqEepYWRM/tool-review-posterous.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/tool-review-posterous.html" thr:count="10" thr:updated="2012-01-23T14:06:54-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef0168e5e142b3970c</id>
        <published>2012-01-20T20:09:17-05:00</published>
        <updated>2012-01-21T08:31:22-05:00</updated>
        <summary>Our school has always required that teachers maintain websites as a tool for communicating with both parents and students. For most teachers, "maintaining websites" means housing updates and classroom resources in Blackboard -- a popular service that our district has...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Teacher Tools" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Tool Reviews" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Web 2.0" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>Our school has always required that teachers maintain websites as a tool for communicating with both parents and students.  For most teachers, "maintaining websites" means housing updates and classroom resources in <a href="http://www.blackboard.com/" target="_blank">Blackboard</a> -- a popular service that our district has been using for years.</p>
<p>I ditched Blackboard last year, though, for about a thousand disgruntled reasons.  I decided to use <a href="https://posterous.com/" target="_blank">Posterous</a> -- a site that I'm admittedly tech-crushing on right now -- <a href="http://fightingnomes.posterous.com/" target="_blank">for my classroom website</a>.</p>
<p><a href="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef0168e5e1314c970c-popup" onclick="window.open( this.href, '_blank', 'width=640,height=480,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0' ); return false" style="display: inline;"><img alt="Posterous" class="asset  asset-image at-xid-6a00d8341c721253ef0168e5e1314c970c" src="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef0168e5e1314c970c-320wi" title="Posterous" /></a><br /><br /></p>
<p><em><strong>Here's three reasons why I think YOU should use Posterous for classroom websites, too</strong></em>:</p>


<p> </p>
<p><em><strong>You can post directly to your website from your email inbox.</strong></em></p>
<blockquote>
<p>If you're anything like me, you're flippin' buried under email for half of your planning period, right? </p>
<p>That makes getting content posted to your website difficult simply because you have to remember to go to a completely different site with a completely different password and sign in whenever you actually want to make a post.</p>
<p>By the time you're done deleting, responding, forwarding and cursing your way through your inbox, what are the chances that you're REALLY going to want to head somewhere different to post content on the web?</p>
<p>Right. Darn close to zero.</p>
<p>That's one of the reasons I like Posterous so much. </p>
<p>I've got a unique email address for my site.  All I have to do to post is open a new email and send it to the right address.  Posterous converts the subject line of the email into the title of a new post.  The message body becomes the content for the new post.</p>
<p>For me, posting from my email inbox simply saves time.  I'm there already.  I don't have to navigate anywhere or play frustrating password guessing games.  For tech-hesitant teachers, posting from email inboxes makes updating websites a HECK of a lot more approachable because there's nothing new to learn.</p>
<p><em><strong>#thatmatters</strong></em></p>
<p> </p>
</blockquote>
<p><em><strong>Parents can receive updates any way that they want 'em.</strong></em></p>
<blockquote>
<p>After spending the better part of the past decade as a Blackboard junkie, one lesson became painfully clear - the VAST majority of my parents weren't even bothering to look at the content I was posting.</p>
<p>The reason was simple: THEY were too busy deleting, responding, forwarding and cursing their way through inboxes to go and check a separate site for content, too. </p>
<p>With Posterous, your audience can choose to receive instant email notifications every time you make a post.  Or they choose to receive a daily -- or weekly -- summary email including links to the new content you've posted.</p>
<p>Or they can subscribe to your site using an RSS feed reader -- or they can even choose to navigate straight to your site on the Internet if they want to. </p>
<p>Want numerical proof that this kind of "consumption flexibility" matters?  As of right now, 52 (out of 120) of the families that I serve are signed up for email updates.  More convincingly, my posts are averaging 150-200 views EACH.</p>
<p>That means moms are looking at my content.  Then, they're forwarding it to dads who are forwarding it to kids.  Sometimes dads look first and forward to moms who forward to kids.  I'll bet grandmas even see my content too.</p>
<p>The point is simple, y'all: When you give people choices over how they can consume the content that you're creating, they'll actually READ what you are writing!  </p>
<p><em><strong>#ifyoubuildit</strong></em></p>
<p> </p>
</blockquote>
<p><em><strong>You can easily embed ANYTHING in a Posterous blog post.</strong></em></p>
<blockquote>
<p>For me, the real value in a class website has more to do with sharing content with kids than it does sharing content with parents. </p>
<p>Sure, I want mom and dad to know that there's a field trip on Friday. But it's WAY more important that Johnny can easily find new copies of the 17 handouts that he's lost in the bottom of his backpack. </p>
<p>On Blackboard, uploading content was an INCREDIBLY cumbersome process.  The last I checked, it took something like six different clicks to actually get a document into my website -- and I could only add 'em one at a time. </p>
<p>When I want to upload content to Posterous, I just add attachments to the email messages that I'm sending to my site.  Through the magic of Posterousness, the content is AUTOMATICALLY embedded -- and made downloadable -- in a new post.</p>
<p>It works GREAT for documents -- <a href="http://fightingnomes.posterous.com/upcoming-science-assessment-on-heat" target="_blank">here's a handout that I uploaded</a> earlier this week -- but what's REALLY groovy is that it works GREAT for audio and video content too.  Look at <a href="http://fightingnomes.posterous.com/fear-spreads-like-a-virus" target="_blank">how an audio recording that I made is embedded WITH a player</a> in this post. </p>
<p>Both the document and the audio file started their Posterous lives as email attachments, y'all.  I didn't have to go to another service and upload the content first.  I didn't have to figure out where embeddable text was hidden.  I didn't have to copy and paste computer code into an HTML editor.</p>
<p>I just had to send an email to the right address with the right attachments.</p>
<p>#easysqueazylemonpeasy</p>
</blockquote>
<p><em><strong>No joke: If you're looking for a ridiculously easy tool that can save you time</strong> <strong>and hassle</strong></em> all while helping to ensure that your parents actually read the content that you are posting on your classroom website, Posterous rules.</p>
<p>It's so good I'd even PAY to use it. </p>
<p><em><strong>#loveitTHATmuch</strong></em></p>
<p>________________________________________</p>
<p><em><strong>Related Radical Reads:</strong></em></p>
<blockquote>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/12/tool-review-google-search-stories.html" target="_blank">Tool Review: Google Search Story Creator</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/11/tool-review-tripline.html" target="_blank">Tool Review: Tripline</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/12/how-to-use-podcasting-to-personalize-your-blog.html" target="_blank">Tool Review: Spreaker</a></p>
</blockquote>
<p> </p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/PYoqEepYWRM" height="1" width="1" /></div></content>



    <feedburner:origLink>http://teacherleaders.typepad.com/the_tempered_radical/2012/01/tool-review-posterous.html</feedburner:origLink></entry>
    <entry>
        <title>The Straw Breaking My Professional Back</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/CESa3DshfwY/enough-is-enough.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/enough-is-enough.html" thr:count="12" thr:updated="2012-01-22T07:40:55-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef016760c2ce66970b</id>
        <published>2012-01-18T19:29:34-05:00</published>
        <updated>2012-01-18T19:38:54-05:00</updated>
        <summary>Cranky Blogger Warning: From time to time here on the Radical, I feel like a ranting lunatic driven by emotion rather than solution-oriented blogger driven by reason. Now might just be one of those times. Take what I write tonight...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Life in Schools" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Politics and Education" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Teaching Practice" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Web 2.0" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p><span style="color: #ff0000;"><em><strong>Cranky Blogger Warning:</strong></em> From time to time here on the Radical, I feel like a ranting lunatic driven by emotion rather than solution-oriented blogger driven by reason.  Now might just be one of those times.  Take what I write tonight with a grain of salt -- or a gallon of gin.  Dealer's choice.</span></p>
<p>__________________________________________</p>
<p>Poke through my thoughts about technology's role in public education and you'll hear me preach over and over again about the importance of working to transform teaching REGARDLESS of the number of computers you have in your classroom.</p>
<p>That's a very personal message simply because I don't live in a 1:1 world. </p>
<p>Heck, I don't even live in a 10:1 world.</p>
<p>Like most teachers, I've spent the better part of the past decade making  due with limited access to labs with dozens of computers  in need of Flash updates.  Sure, we've got a few laptop carts -- but they've sadly become dilapidated wrecks that we can't afford to replace. </p>
<p><em><strong>#soundfamiliar?</strong></em></p>
<p>For the most part, I've tried to be tolerant of that reality. More importantly, I've consistently encouraged anyone who bothers to listen to be tolerant of that reality, too.</p>
<p>"It's not like your schools and districts don't WANT to provide you with access to the kinds of digital tools that you need in order to change teaching and learning in your classroom," I'll say.  "It's just darn near impossible to appropriately outfit classrooms given the limits of district budgets."</p>
<p>There's some truth in there, right?</p>
<p>Times HAVE been unusually tight.  Geez - here in North Carolina there hasn't even been money to give teachers cost-of-living adjustments in the past 4 years.  Where ARE we supposed to get the cash to invest in classroom technology.</p>
<p><em><strong>#soundfamiliar?</strong></em></p>
<p>But I'm sick of being tolerant, y'all. </p>
<p>I'm sick of hearing critics hammer teachers for being resistant to change while I'm STILL sitting in cut-and-paste classrooms full of textbooks, glue sticks and safety scissors.  I'm sick of educational soothsayers conjuring up visions of 21st Century learning environments that I'll NEVER be able to create with the three working computers plugged into the corner of my classroom. </p>
<p>I'm sick of telling my students that <a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/05/how-technology-purchases-and-policies-failed-my-students.html" target="_blank">they'll have to wait until they get home</a> to answer the questions that they care the most about.  I'm sick of standing in line behind twelve other teachers waiting to make photocopies because handouts are the only instructional resource that we have consistent access to. </p>
<p><em><strong>#soundfamiliar?</strong></em></p>
<p>Most importantly, I'm sick of pretending that I stand a chance of convincing kids who understand just how personalized and engaging learning can be that my ridiculously quaint, completely unplugged, intellectually standardized classroom is anything OTHER than a big, fat waste of time.</p>
<p>The genie's out of the bottle, y'all. </p>
<p><a href="http://dangerouslyirrelevant.org/2012/01/high-school-students-know-that-their-learning-isnt-relevant.html" target="_blank">Like Scott McLeod recently argued</a>, our kids KNOW that traditional learning environments are irrelevant -- and pretty much everyone with a pulse KNOWS that our schools need to change, but NO ONE is willing to put their money where their mouths are. </p>
<p>You <em>(and I don't care if "you" are a pundit, a parent or a politician)</em> want to see my instruction change?</p>
<p>Find a way to give me some new tools to experiment with. </p>
<p>I don't care how you do it. Force through some ridiculously sick bond referendum earmarked for technology and technology only.  Figure out a way to make Bring Your Own Device Programs work in your communities.  Pass the hat at Chamber of Commerce meetings. </p>
<p>But whatever you do, quit ranting about the crappy job I'M doing until YOU'RE actually willing to pony up some cabbage or to help cut through red tape to create solutions that give me a fighting chance of actually doing my job well.</p>
<p>Quit crying about the dioramas my kids are making when the supply closet is chock-a-block full of crayolas.  Quit acting so surprised that my kids aren't networking with the world when the only lenses that we have to look through are dated textbooks.  Quit asking for "timely feedback" when <a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/04/your-data-dream-my-data-nightmare.html" target="_blank">I'm collecting data by hand with clipboards and post-it notes</a>.  </p>
<p>I guess what I'm saying is quit asking me to perform instructional miracles.</p>
<p>My well of professional tolerance has run dry. </p>
<p><em><strong>#soundfamiliar?</strong></em></p>
<p>(Glad I got that off my chest.  I almost feel better already.  Now where's my red checking pen? I have 130 essays to grade.)<strong /><em><strong><br /></strong></em></p>
<p>_________________________________</p>
<p><em><strong>Related Radical Reads</strong></em>:</p>
<blockquote>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/05/how-technology-purchases-and-policies-failed-my-students.html" target="_blank">How Limited Technology Budgets Failed My Students</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/05/more-on-the-challenges-of-wondering-in-schools.html" target="_blank">More on the Challenges of Wondering in Schools</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/04/your-data-dream-my-data-nightmare.html" target="_blank">Your Data Dream. My Data Nightmare</a></p>
</blockquote>
<p> </p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/CESa3DshfwY" height="1" width="1" /></div></content>



    <feedburner:origLink>http://teacherleaders.typepad.com/the_tempered_radical/2012/01/enough-is-enough.html</feedburner:origLink></entry>
    <entry>
        <title>Looking for an #edtech Workshop?  Come Learn With Me!</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/rVfr04wQmuY/looking-for-an-edtech-workshop-come-learn-with-me.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/looking-for-an-edtech-workshop-come-learn-with-me.html" thr:count="2" thr:updated="2012-01-18T20:01:23-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef0162ffabe1f5970d</id>
        <published>2012-01-16T10:33:12-05:00</published>
        <updated>2012-01-17T07:47:43-05:00</updated>
        <summary>As most Radical readers know, I'm the author of Teaching the iGeneration -- a title designed to introduce teachers to ways that technology can be used to design lessons that give students opportunities to experiment with essential skills like collaboration,...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Teaching Practice" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Web 2.0" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>As most Radical readers know, I'm the author of <a href="http://go.solution-tree.com/technology/reproducibles_TTiG.html" target="_blank">Teaching the iGeneration</a> -- a title designed to introduce teachers to ways that technology can be used to design lessons that give students opportunities to experiment with essential skills like collaboration, information management and persuasion. </p>
<p><em><strong>It's probably the title that I'm most proud of because it is incredibly practical</strong></em>. </p>
<p>I've shared everything that I know about <a href="http://www.flickr.com/photos/plugusin/5333410499/in/set-72157625087347140/lightbox/" target="_blank">good teaching in the 21st Century</a>.  Readers -- especially those teaching middle and high schoolers -- should be able to pick up Teaching the iGeneration and begin changing their work immediately. </p>
<p><em><strong>That's why YOU -- or the teachers in YOUR school -- might be interested in a series of two-day workshops that I'm delivering this spring</strong></em>.</p>
<p>Sponsored by Solution Tree, I'll be in <a href="http://www.solution-tree.com/teaching-the-igeneration-2-day-workshop-wsf361.html" target="_blank">Boston</a>, <a href="http://www.solution-tree.com/teaching-the-igeneration-2-day-workshop-wsf371.html" target="_blank">Orlando</a> and <a href="http://www.solution-tree.com/teaching-the-igeneration-2-day-workshop-wsf376.html" target="_blank">Dallas</a> in March and April. </p>
<p>Each workshop is designed to help teachers find logical first steps towards integrating technology into their instruction.  We'll look at the changing nature of today's learners and discuss the disconnect between the learning spaces that we've created and the learning spaces that our kids crave. </p>
<p>We'll talk about the strategies that efficient learners take to manage the crush of information in today's hyper-connected world.  We'll examine the differences between students who use social spaces for networking and social spaces for learning. </p>
<p>We'll explore the changing nature of persuasion in a visual world and talk about how students can generate their own audiences for the issues they care about.</p>
<p><em><strong>Most importantly, we'll look for overlaps between the work we are CURRENTLY doing and the work that we SHOULD be doing in schools</strong></em>.  We'll <a href="http://www.flickr.com/photos/plugusin/5421071213/in/set-72157625087347140/lightbox/" target="_blank">innovate at the edges of the box</a> and <a href="http://www.flickr.com/photos/plugusin/5047685309/in/set-72157625087347140/lightbox/" target="_blank">build bridges</a> between what we know about efficient learning and what our students know about new tools. </p>
<p>Interested in learning more? </p>
<p>Then <a href="http://www.slideshare.net/wferriter/teaching-the-igeneration-union-county-2012" target="_blank">check out the slides that I used</a> for a Teaching the iGeneration workshop in Union County, North Carolina last week and <a href="http://plugusin.pbworks.com/w/page/21228408/FrontPage" target="_blank">check out the session wiki</a> where most of the resources for my iGeneration workshops are housed:</p>
<p> </p>
<div id="__ss_10800020" style="width: 425px;"><strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/wferriter/teaching-the-igeneration-union-county-2012" target="_blank" title="Teaching the iGeneration: Union County 2012">Teaching the iGeneration: Union County 2012</a></strong> <iframe frameborder="0" height="255" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/10800020" width="325" />
<div style="padding: 5px 0 12px;">View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/wferriter" target="_blank">wferriter</a></div>
</div>
<p> </p>
<p><em><strong>Then, explore the thoughts that Lesa Goodman</strong></em> -- an eighth grade teacher in Union County -- shared on her blog after spending two days learning with me:</p>
<p style="padding-left: 30px;"><a href="http://lgoodman1.blogspot.com/2012/01/teaching-igeneration-with-bill-ferriter.html" target="_blank">Lesa's Day One Reflection</a></p>
<p style="padding-left: 30px;"><a href="http://lgoodman1.blogspot.com/2012/01/day-two-with-bill-ferriter-teaching.html" target="_blank">Lesa's Day Two Reflection</a></p>
<p>Finally, you can learn more about me -- and the digital work that I do with students -- by checking out <a href="http://www.solution-tree.com/Speakers/william-m-ferriter" target="_blank">my presenter page on the Solution Tree website</a>. </p>
<p><em><strong>What I hope you'll find is that my status as a full time, real live, bona fide practicing classroom teacher brings credibility to conversations about teaching and learning with technology</strong></em>.  Everything that I share with audiences are lessons learned through experience -- and that matters. </p>
<p>Hope you'll consider coming to a workshop this spring -- and bringing friends! </p>
<p>There's nothing that I like more than a room full of passionate practitioners who are interested in reimagining the work that we do with kids.</p>
<p>_________________________________</p>
<p>Related Radical Reads:</p>
<p style="padding-left: 30px;"><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/12/what-are-you-using-technology-for.html" target="_blank">What are YOU Using Technology For?</a></p>
<p style="padding-left: 30px;"><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/04/making-good-technology-choices.html" target="_blank">Making Good Technology Choices</a></p>
<p style="padding-left: 30px;"><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/10/innovation-and-intellectual-collisions-slide.html" target="_blank">Innovation and Intellectual Collisions</a></p>
<p> </p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/rVfr04wQmuY" height="1" width="1" /></div></content>



    <feedburner:origLink>http://teacherleaders.typepad.com/the_tempered_radical/2012/01/looking-for-an-edtech-workshop-come-learn-with-me.html</feedburner:origLink></entry>
    <entry>
        <title>A Minute for Change: Biographies Matter [Podcast]</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/uyAkfo04QLE/biographies-matter-podcast.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/biographies-matter-podcast.html" thr:count="2" thr:updated="2012-01-10T16:52:04-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef0162ff55f4c7970d</id>
        <published>2012-01-10T08:28:11-05:00</published>
        <updated>2012-01-10T08:28:11-05:00</updated>
        <summary>Let me come clean with y'all: I LOVE reading nonfiction. In fact, if you were to look at the 200 titles on my Kindle, you'd find about 12 that are fiction. More importantly, I think we do students a disservice...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Podcasts/Vodcasts" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Teaching Practice" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>Let me come clean with y'all:  I LOVE reading nonfiction.  In fact, if you were to look at the 200 titles on my Kindle, you'd find about 12 that are fiction. </p>
<p>More importantly, I think we do students a disservice when we fail to introduce great nonfiction reads to middle schoolers. </p>
<p>The fact of the matter is that the majority of reading students will do to prepare for careers will be nonfiction. That means they've GOT to learn to love it -- and that's why I think biographies are so important.</p>
<p><strong><em>Because biographies resemble the stories that kids have spent their whole lives reading, they are the PERFECT gateway into the world of nonfiction.</em></strong></p>
<p>That's the theme of this week's <a href="http://www.spreaker.com/page#!/show/a_minute_for_change" target="_blank">Minute for Change podcast</a>:</p>
<p> </p>
<p><iframe frameborder="0" scrolling="no" src="http://www.spreaker.com/embed/player/mini?autoplay=false&amp;color=e8e8e8&amp;episode_id=642372" style="width: 100%; height: 71px; min-width: 200px;" /></p>
<p> </p>
<p><em><strong>Here's three biographies that your students are likely to love:</strong></em></p>
<blockquote>
<p><a href="http://www.amazon.com/Great-Only-Barnum-Tremendous-Stupendous/dp/B004NSVEQE/ref=sr_1_4?s=books&amp;ie=UTF8&amp;qid=1326200651&amp;sr=1-4" target="_blank">The Great and Only Barnum</a> : Not only will kids chuckle at the hilarity in Barnum's life story, they'll love wrestling with the morals behind a man who made money hand-over-fist by putting bearded ladies, Siamese twins, and crippled old women on display for the entire world to gawk at. </p>
<p><a href="http://www.amazon.com/Escape-Story-Houdini-Sid-Fleischman/dp/0060850965/ref=sr_1_7?s=books&amp;ie=UTF8&amp;qid=1326200857&amp;sr=1-7" target="_blank">Escape - The Story of the Great Houdini</a> : There's something magical about magic, isn't there?!  And even today, there's something magical about the life of America's greatest magician.  Even in an era where seeing it is believing it, the stories of a long-forgotten Houdini will capture your kids' imaginations.</p>
<p><a href="http://www.amazon.com/Maos-Last-Dancer-Li-Cunxin/dp/0802797792/ref=cm_cr_pr_product_top" target="_blank">Mao's Last Dancer</a> : Let's face it - Middle schoolers are passionate about wrestling with what's fair and what's unfair.  That makes any book connected to life in Communist China -- a place of almost incomprehensible injustice -- an interesting read. </p>
<p>This title -- which details the life story of a poor Chinese boy who grew up hating America only to discover that everything he'd been taught was nothing but a lie -- gives students the chance to think about the role that governments play in keeping people down. </p>
</blockquote>
<p><em><strong>So when ARE you going to start taking practical steps to introduce students to interersting biographies</strong></em>. </p>
<p>#theymatter</p>
<p>___________________________________</p>
<p><em><strong>Related Radical Reads:</strong></em></p>
<blockquote>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/message-from-myers-reading-is-not-optional.html" target="_blank">Reading is NOT Optional</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/04/twit-real-men-read.html" target="_blank">Real Men Read</a></p>
</blockquote>
<p> </p>
<p> </p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/uyAkfo04QLE" height="1" width="1" /></div></content>



    <feedburner:origLink>http://teacherleaders.typepad.com/the_tempered_radical/2012/01/biographies-matter-podcast.html</feedburner:origLink></entry>
    <entry>
        <title>Message from Myers: Reading is NOT OPTIONAL</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/kgaksCIMUK4/message-from-myers-reading-is-not-optional.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/message-from-myers-reading-is-not-optional.html" thr:count="5" thr:updated="2012-01-16T08:08:46-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef01676018b864970b</id>
        <published>2012-01-06T19:20:54-05:00</published>
        <updated>2012-01-06T19:24:33-05:00</updated>
        <summary>On January 10, noted YA author Walter Dean Myers will officially begin his two year term as the National Ambassador for Young People's Literature, and while these kinds of titles usually seem completely useless to me, I'm pretty excited by...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Slides" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Teaching Practice" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>On January 10, <a href="http://www.walterdeanmyers.net/index.html" target="_blank">noted YA author Walter Dean Myers</a> will officially begin his two year term as the National Ambassador for Young People's Literature, and while these kinds of titles usually seem completely useless to me, I'm pretty excited by Myers for one simple reason:</p>
<p><em><strong>His passion is making sure that EVERY kid</strong></em> -- especially those living in the kinds of tough circumstances that he grew up in -- embraces reading.</p>
<p><a href="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef016760188bc4970b-popup" onclick="window.open( this.href, '_blank', 'width=640,height=480,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0' ); return false" style="display: inline;"><img alt="Slide_ReadingIsNotOptional" class="asset  asset-image at-xid-6a00d8341c721253ef016760188bc4970b" src="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef016760188bc4970b-320wi" title="Slide_ReadingIsNotOptional" /></a><br /> <span class="asset  asset-generic at-xid-6a00d8341c721253ef016760188e0d970b"><a href="http://teacherleaders.typepad.com/files/slide_readingisnotoptional.pptx">Download Slide_ReadingIsNotOptional</a></span></p>
<p> </p>
<p>Myers minces no words <a href="http://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/50033-walter-dean-myers-named-national-ambassador-for-young-people-s-literature-.html" target="_blank">in this interview with Publisher's Weekly</a>. He writes:</p>
<blockquote>
<p>“We all know we should eat right and we should exercise, but reading is  treated as if it’s this wonderful adjunct...We’re still thinking in terms of enticing kids to read  with a sports book or a book about war.</p>
<p>We’re suggesting that they’re missing  something if they don’t read but, actually, we’re condemning kids to a lesser  life.</p>
<p>If you had a sick patient, you would not try to entice them to take their  medicine. You would tell them, ‘Take this or you’re going to die.’ We need to  tell kids flat out: reading is not optional.”</p>
</blockquote>
<p>Listen to those words, y'all.  Let them roll around in your mind for a few minutes.  Stew in them.  <em><strong>We ARE condemning kids to a lesser life when we turn the urgency of reading into an option</strong></em>. </p>
<p>But all too often -- and especially for kids who grow up in families that don't celebrate and model reading -- that's EXACTLY what we're doing. </p>
<p>We're convinced that <a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/12/the-unintended-consequences-of-incentive-programs-in-schools.html" target="_blank">simple incentive programs</a>, or <a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html" target="_blank">trendy genres like graphic novels</a>, or finding just the right book, will EVENTUALLy hook reluctant readers, so we show foolish patience instead of attacking literacy struggles with a passion.  </p>
<p><em><strong>That kind of professional tap dancing around the truth is nothing but a waste of time</strong></em> -- and I'm completely jazzed to see that we've finally got a spokesperson who is willing to say so. </p>
<p>______________________________</p>
<p><em><strong>Related Radical Reads:</strong></em></p>
<p style="padding-left: 30px;"><a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/04/twit-real-men-read.html" target="_blank">Real Men Read</a></p>
<p style="padding-left: 30px;"><a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/12/the-unintended-consequences-of-incentive-programs-in-schools.html" target="_blank">The Unintended Consequences of Incentive Programs</a></p>
<p style="padding-left: 30px;"><a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html" target="_blank">Wondering (Worrying?) About Graphic Novels</a></p>
<p> </p>
<p> </p>
<p><em><strong>Original Image Credit:</strong></em> <a href="http://www.flickr.com/photos/andresrueda/2983149263/sizes/l/in/photostream/" target="_blank">Syringe by Andres Rueda</a></p>
<p>Licensed Creative Commons Attribution on January 6, 2011</p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/kgaksCIMUK4" height="1" width="1" /></div></content>



    <feedburner:origLink>http://teacherleaders.typepad.com/the_tempered_radical/2012/01/message-from-myers-reading-is-not-optional.html</feedburner:origLink></entry>
    <entry>
        <title>Five Tips for Creating PowerPoint Slides that WON'T Bore Your Audience</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/bjKp5ASJCAA/tips-for-creating-powerpoint-slides-that-wont-bore-your-audience.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2012/01/tips-for-creating-powerpoint-slides-that-wont-bore-your-audience.html" thr:count="2" thr:updated="2012-01-04T09:24:56-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef0162fef00543970d</id>
        <published>2012-01-03T08:27:36-05:00</published>
        <updated>2012-01-03T08:29:02-05:00</updated>
        <summary>After stumbling across my collection of PowerPoint slides on Flickr and here on the Radical, Dov Emerson -- a digital friend from Long Island reached out with this question: @plugusin - working on a presentation - any wisdom u can...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Helping Readers" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Slides" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>After stumbling across my collection of PowerPoint slides <a href="http://www.flickr.com/photos/plugusin/sets/72157625087347140/with/5047685309/" target="_blank">on Flickr</a> and here <a href="http://teacherleaders.typepad.com/the_tempered_radical/slides/" target="_blank">on the Radical</a>, Dov Emerson -- a digital friend from Long Island reached out with this question:</p>
<p> </p>
<blockquote class="twitter-tweet">
<p>@<a href="https://twitter.com/plugusin">plugusin</a> - working on a presentation - any wisdom u can impart on your strategies/approaches for designing your awesome slides?</p>
— Dov Emerson (@dovemerson) <a href="https://twitter.com/dovemerson/status/153517541833179137">January 1, 2012</a></blockquote>
<script src="//platform.twitter.com/widgets.js" />
<p> </p>
<p>Dov's question is a good one, isn't it?  After all, presenters -- particularly educators -- CONTINUE to create disastrous slides that do little more than bore their audiences. </p>
<p><em><strong>So let's take a look at some simple tips for creating more engaging PowerPoint slides</strong></em>. </p>
<p>I'll use this bit -- which I created for a presentation on visual influence -- as an example:</p>
<p><a href="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef0168e4e62af1970c-popup" onclick="window.open( this.href, '_blank', 'width=640,height=480,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0' ); return false" style="display: inline;"><img alt="Slide_ZombieCreed" class="asset  asset-image at-xid-6a00d8341c721253ef0168e4e62af1970c" src="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef0168e4e62af1970c-320wi" title="Slide_ZombieCreed" /></a><br /> <span class="asset  asset-generic at-xid-6a00d8341c721253ef0168e4e62d43970c"><a href="http://teacherleaders.typepad.com/files/slide_zombiecreed.pptx">Download Slide_ZombieCreed</a></span></p>
<p><span class="asset  asset-generic at-xid-6a00d8341c721253ef0168e4e62d43970c"><br /></span></p>
<p><span class="asset  asset-generic at-xid-6a00d8341c721253ef0168e4e62d43970c"> </span></p>

<em><strong>Tip 1: Ditch the Bullets -- and MOST of the Text</strong></em>
<p style="padding-left: 30px;">Let's be honest: Audiences in today's hyper-connected, always on world have seriously fractured attention spans, y'all. </p>
<p style="padding-left: 30px;">That means jamming 37 bullets and 3 key ideas on each slide is essentially pointless.  Instead, focus on finding one killer quote to capture the imagination of your audience.</p>
<p style="padding-left: 30px;">In our sample slide, I wanted to reinforce the idea that we live in a visual world. That means appealing to the eyes is essential for anyone who wants to be remembered.  Notice that my quote is more of a hint than a statement. </p>
<p style="padding-left: 30px;">That will surprise my audience -- and a surprised audience pays attention.</p>
<p> </p>
<p><em><strong>Tip 2: Get Familiar With Creative Commons Collections<br /></strong></em></p>
<p style="padding-left: 30px;">What I love the best about my slides -- and this is a lesson I learned while studying <a href="http://dangerouslyirrelevant.org/?cat=200" target="_blank">the slides that Scott McLeod shares</a> -- are the pictures simply because they stand out. </p>
<p style="padding-left: 30px;">I'm convinced that if I can capture the eyes of my audience with the images I've chosen, I stand a better chance of changing their minds.</p>
<p style="padding-left: 30px;">All of the images in my slides come from the <a href="http://www.flickr.com/creativecommons/" target="_blank">Flickr Creative Commons</a> collection.  Creative Commons is a new form of copyright that is -- <a href="http://www.youtube.com/watch?v=1DKm96Ftfko" target="_blank">in the words of the Creative Commons founder</a> -- designed to "save the world from failed sharing."</p>
<p style="padding-left: 30px;">I specifically choose images <a href="http://www.flickr.com/creativecommons/by-2.0/" target="_blank">licensed Creative Commons Attribution</a> because it is the least restrictive Creative Commons license.</p>
<p style="padding-left: 30px;">When images are licensed Creative Commons Attribution, the original photographers have given permission in advance for anyone to use their content in any way as long as credit is given back to them. That means I can modify their images -- by adding my quotes or cropping their photos -- in any way that I want. </p>
<p style="padding-left: 30px;">Now as an educator, I could probably get away with grabbing any image that I found online under "fair use" rules -- but I NEVER do simply because I think it is important to show students that using images WITH permission IS possible too. </p>
<p> </p>
<p><em><strong>Tip 3: Grab a Screenshot of the Original Image AND It's Creative Commons License</strong></em></p>
<p style="padding-left: 30px;">One of the lessons that I've learned the hard way is that SOME photographers still don't completely understand Creative Commons licenses -- and once they realize that their works are being used by others, they change their minds and remove their images from Creative Commons collections.</p>
<p style="padding-left: 30px;">That's why I always grab a screenshot of the image when I download it.  It looks like this:</p>
<p style="padding-left: 30px;"><a href="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef0162fef0bd1e970d-popup" onclick="window.open( this.href, '_blank', 'width=640,height=480,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0' ); return false" style="display: inline;"><img alt="Zombie Credit" class="asset  asset-image at-xid-6a00d8341c721253ef0162fef0bd1e970d" src="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef0162fef0bd1e970d-320wi" title="Zombie Credit" /></a></p>
<p style="padding-left: 30px;">If you click to enlarge the image, you'll see that the Creative Commons license is clearly labeled at the top of the screenshot.  That can serve as proof that I used the image fairly even IF the photographer changes his or her mind at a later date.</p>
<p style="padding-left: 30px;"> </p>
<p><em><strong>Tip 4: Select an Image With Lots of Background Space and a Good Background Color<br /></strong></em></p>
<p style="padding-left: 30px;">Probably the biggest time saving tip that I can give you is when you're looking for an image to use on your slide, find one that has plenty of space for the quote that you plan to include. </p>
<p style="padding-left: 30px;">When I was looking for a picture for the slide in this post, I thought about using <a href="http://www.flickr.com/photos/bobjagendorf/3978792454/" target="_blank">this one</a> because it had two zombies instead of one.  If you look at it though, there's just not enough room to easily include my quote. </p>
<p style="padding-left: 30px;">Sure, I could do a bit of sizing, cropping and/or background coloring to make it work -- but it's almost always quicker to find an image that DOESN'T need to be modified. </p>
<p style="padding-left: 30px;">Similarly, <a href="www.flickr.com/photos/kellbailey/3686781788/" target="_blank">I skipped over this image</a> -- even though it's really cool -- because I would have had to try to blend the background color of the slide with the background color of the image.  That's doable, but it's also time consuming. </p>
<p style="padding-left: 30px;">In the end, even though the image I settled on wasn't my first choice, I knew I could lay it into a new slide without a ton of editing because the background was white. </p>
<p style="padding-left: 30px;"> </p>
<p><em><strong>Tip 5: Play With Your Fonts<br /></strong></em></p>
<p style="padding-left: 30px;">It's also important to remember that the fonts you use on a slide are bits of visual content, too.  That means playing with text sizes and colors and types is just as important as selecting a good picture. </p>
<p style="padding-left: 30px;">My fonts are always at least size 28 points or larger simply because I want to make sure that everyone -- including the teachers hiding in the last row of the room -- can see what I've written. </p>
<p style="padding-left: 30px;">I also try to incorporate colors that match the image I've chosen.  In the sample above, notice that the red secondary text matches the tie -- and the wounds -- of my Zombie friend. </p>
<p style="padding-left: 30px;">Finally, I often use <a href="http://www.dafont.com/" target="_blank">Dafont.com</a> to find interesting fonts to incorporate in my bits.  Just like Flickr's Creative Commons collection, Dafont users often make their fonts available for free and often give permission for their works to be used in any way. </p>
<p> </p>
<p><em><strong>If you're interested in learning more about creating engaging slides</strong></em>, consider checking out <a href="http://plugusin.pbworks.com/w/page/40706157/Visual%20Persuasion" target="_blank">this page of Visual Persuasion resources</a> that I share with participants in my <a href="http://www.solution-tree.com/authors/william-m-ferriter.html?eventtype=61" target="_blank">Teaching the iGeneration workshops</a>. </p>
<p>Hope this helps,</p>
<p>Bill</p>
<p>________________________________</p>
<p> </p>
<p><em><strong>Original Image Credit</strong></em>: Freemont Zombie Walk 2009 by Kelly Bailey</p>
<p><a href="http://www.flickr.com/photos/kellbailey/3686783026/">http://www.flickr.com/photos/kellbailey/3686783026/</a></p>
<p>Licensed Creative Commons Attribution on January 1, 2012</p>
<p> </p>
<p> </p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/bjKp5ASJCAA" height="1" width="1" /></div></content>



    <feedburner:origLink>http://teacherleaders.typepad.com/the_tempered_radical/2012/01/tips-for-creating-powerpoint-slides-that-wont-bore-your-audience.html</feedburner:origLink></entry>
    <entry>
        <title>How to Use Podcasting to Personalize Your Blog</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/kdUk-axBEV8/how-to-use-podcasting-to-personalize-your-blog.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2011/12/how-to-use-podcasting-to-personalize-your-blog.html" thr:count="6" thr:updated="2012-01-02T06:43:29-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef0168e4c18150970c</id>
        <published>2011-12-31T15:25:42-05:00</published>
        <updated>2011-12-31T15:25:42-05:00</updated>
        <summary>Not sure if you know it or not, but I'm a pretty big fan of Dean Shareski, a Canadian #edtech guru who has changed my own thinking about teaching and learning over the past few years. Recently, Dean blogged about...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Podcasts/Vodcasts" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Tool Reviews" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Web 2.0" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>Not sure if you know it or not, but I'm a pretty big fan of <a href="http://ideasandthoughts.org/" target="_blank">Dean Shareski</a>, a Canadian #edtech guru who has changed my own thinking about teaching and learning over the past few years. </p>
<p>Recently, Dean blogged about <a href="http://ideasandthoughts.org/2011/12/04/the-power-of-your-voice/" target="_blank">the power of a person's actual voice</a>. </p>
<p>He wrote:</p>
<blockquote>
<p>I think about the way a person's voice builds connection and  relationship is unique and important. It's amazing how, if I've heard  someone's voice in person or online, I read their stuff in that voice.</p>
</blockquote>
<p>Makes sense, doesn't it? </p>
<p>I know that when I'm reading text-based blog entries<strong>,</strong> I almost always make up imaginary inflections for the authors -- and I LOVE meeting people in person to see if their real voices align nicely with my imagination. </p>
<p>In today's day and age, y'all, <em><strong> incorporating audio and video into your blog is ridiculously easy</strong></em>.</p>
<p>Whether you decide to roll hardcore and use <a href="http://support.google.com/youtube/bin/answer.py?hl=en&amp;answer=57409" target="_blank">YouTube's Video Recorder</a> or keep things simple and whip up content with your cell phone, there is NO REASON that your readers should have to wonder what you sound like in real life. </p>
<p><em><strong>To personalize the Radical</strong></em>, I've decided to use <a href="http://www.spreaker.com" target="_blank">Spreaker</a> -- a free service complete with an Android Mobile App -- to start my own semi-regular podcast called <a href="http://www.spreaker.com/page#!/show/a_minute_for_change" target="_blank">A Minute for Change</a> focused on the #edreform and #schoolchange questions that are spinning my intellectual wheels. </p>
<p><em><strong>Here's the first episode</strong></em> -- which is built around a conversation that I had with <a href="http://wiltoday.wordpress.com/" target="_blank">Steve Goldberg</a> and wrestles with the notion that schools just aren't doing enough to measure the skills that parents really care about:</p>
<p> </p>
<p><iframe frameborder="0" scrolling="no" src="http://www.spreaker.com/embed/player/mini?autoplay=false&amp;color=e8e8e8&amp;episode_id=624505" style="width: 100%; height: 71px; min-width: 200px;" /></p>
<p> </p>
<p><em><strong>Now let's be honest: The audio quality on my Spreaker recording isn't fantastic.</strong></em>  While I was experimenting with different podcasting apps, I found SEVERAL voice recorders that produce a far better final product -- particularly <a href="https://market.android.com/details?id=name.markus.droesser.tapeatalk&amp;hl=en" target="_blank">Tape-a-Talk</a>. </p>
<p>But Spreaker does a TON of other things REALLY well. </p>
<p>Most importantly, I can post new episodes to my Spreaker page on the web as soon as I'm done recording them on my cell phone.  That eliminates all kinds of second and third steps that I'd be unlikely to take if I were using other services.</p>
<p>Spreaker also automatically generates embeddable text for each episode that I post.  That makes it really easy for me to put players like the one above in my blog. </p>
<p>That made Spreaker the most "all inclusive" service that I explored.</p>
<p>I'm certain that some of y'all won't bother to listen to the podcast episodes that I share.  Listening takes more time than skim reading, right? </p>
<p><em><strong>For those of you who crave the human connection that text struggles to convey,</strong></em> however, here's to hoping you'll get a kick out of my podcasting adventures!</p>
<p>And get ready:  There are DEFINITELY video episodes on my agenda!</p>
<p>#mybeautymaydistractyou</p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/kdUk-axBEV8" height="1" width="1" /></div></content>



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    <entry>
        <title>Slaying Intellectual Dragons [Slide]</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/8m3f5zrLcOI/slaying-intellectual-dragons-slide.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2011/12/slaying-intellectual-dragons-slide.html" thr:count="0" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef01675f3a5a4a970b</id>
        <published>2011-12-30T08:12:00-05:00</published>
        <updated>2011-12-30T08:12:00-05:00</updated>
        <summary>I was feeling a bit creative today, so I figured I'd whip together a slide to use in conjunction with my recent bit on collaborative versus competitive dialogue. Here's what I came up with: Download Slide_IntellectualDragons Hope you can use...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Slides" />
        <category scheme="http://www.sixapart.com/ns/types#category" term="Web 2.0" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>I was feeling a bit creative today, so I figured I'd whip together a slide to use in conjunction with my recent bit on collaborative versus competitive dialogue. </p>
<p>Here's what I came up with:</p>
<p><a href="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef01675f3a5265970b-popup" onclick="window.open( this.href, '_blank', 'width=640,height=480,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0' ); return false" style="display: inline;"><img alt="Slide_IntellectualDragons" class="asset  asset-image at-xid-6a00d8341c721253ef01675f3a5265970b" src="http://teacherleaders.typepad.com/.a/6a00d8341c721253ef01675f3a5265970b-320wi" title="Slide_IntellectualDragons" /></a></p>
<p><span class="asset  asset-generic at-xid-6a00d8341c721253ef015438c4dc8f970c"><a href="http://teacherleaders.typepad.com/files/slide_intellectualdragons.pptx">Download Slide_IntellectualDragons</a></span></p>
<p>Hope you can use it somewhere in your work.</p>
<p>Rock on,</p>
<p>Bill</p>
<p>____________________</p>
<p><em>Original Image Credit:</em> GX-51 Getter Dragon by Joe Wu</p>
<p><a href="http://www.flickr.com/photos/ozzywu1974/4147817596/sizes/l/in/photostream/" target="_blank">http://www.flickr.com/photos/ozzywu1974/4147817596/sizes/l/in/photostream/</a></p>
<p>Licensed Creative Commons Attribution on December 23, 2011</p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/8m3f5zrLcOI" height="1" width="1" /></div></content>



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    <entry>
        <title>What Can YOUR Students Learn from the Romney Perry Slugfest   [Activity]</title>
        <link rel="alternate" type="text/html" href="http://feedproxy.google.com/~r/the_tempered_radical/~3/P2_xgZCHNmo/what-can-students-learn-from-the-romney-perry-slugfest-activity.html" />
        <link rel="replies" type="text/html" href="http://teacherleaders.typepad.com/the_tempered_radical/2011/12/what-can-students-learn-from-the-romney-perry-slugfest-activity.html" thr:count="2" thr:updated="2011-12-28T08:51:23-05:00" />
        <id>tag:typepad.com,2003:post-6a00d8341c721253ef015438c3de22970c</id>
        <published>2011-12-27T08:18:00-05:00</published>
        <updated>2011-12-23T10:42:46-05:00</updated>
        <summary>Not sure about you, but I've been following the Republican debates pretty closely over the past few months. My main goal has been to get a sense for what exactly the Right is bringing to the table this year. While...</summary>
        <author>
            <name>Bill Ferriter</name>
        </author>
        <category scheme="http://www.sixapart.com/ns/types#category" term="Activities" />
        
        
<content type="xhtml" xml:lang="en-US" xml:base="http://teacherleaders.typepad.com/the_tempered_radical/"><div xmlns="http://www.w3.org/1999/xhtml"><p>Not sure about you, but I've been following the Republican debates pretty closely over the past few months.  My main goal has been to get a sense for what exactly the Right is bringing to the table this year. </p>
<p>While I typically lean left in my voting patterns, I'm as independent as they come -- and given <a href="http://teacherleaders.typepad.com/the_tempered_radical/2011/08/is-racing-to-the-top-even-possible-arne.html" target="_blank">the ridiculousness of ol' Bam's educational choices</a> in the past four years, I'm more than a little disgruntled with the Democrats. </p>
<p>But I've also found the Republican debates to be completely entertaining in a Jersey Shore kind of way.  Ya just never know when someone is going to haul off and say and/or do something completely foolish. </p>
<p>That's why <a href="http://articles.cnn.com/2011-10-18/politics/politics_las-vegas-debate_1_eric-fehrnstrom-romney-and-perry-illegal-immigrants?_s=PM:POLITICS" target="_blank">the CNN Las Vegas debate</a> will remain forever burned in my memory.  Channeling their inner Alis, Mitt Romney and Rick Perry threw down over illegal immigration:</p>
<p> </p>
<p>
<object data="http://i.cdn.turner.com/cnn/.element/apps/cvp/3.0/swf/cnn_416x234_embed.swf?context=embed&amp;videoId=bestoftv/2011/10/18/seg-romney-perry-illegal-immigration.cnn" height="374" id="ep" type="application/x-shockwave-flash" width="416">
<param name="data" value="http://i.cdn.turner.com/cnn/.element/apps/cvp/3.0/swf/cnn_416x234_embed.swf?context=embed&amp;videoId=bestoftv/2011/10/18/seg-romney-perry-illegal-immigration.cnn" />
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</object>
</p>
<p> </p>
<p><em><strong>I knew that I had to use the Romney Perry exchange in a lesson with students</strong></em> because it is a PERFECT example of how NOT to act in a conversation where you are actually trying to learn something. </p>
<p>Matt Copeland -- whose <a href="http://www.amazon.com/Socratic-Circles-Fostering-Critical-Creative/dp/1571103945" target="_blank">book on structuring Socratic Circles</a> had a deep and lasting impact on my own instructional practices -- would call the Romney - Perry slugfest an example of competitive dialogue.  When engaged in competitive dialogue, individuals see others as intellectual dragons that need to be slain. </p>
<p>There's a real unwillingness to listen when you're engaged in competitive dialogue because listening inherently suggests that your own ideas might be wrong -- and being wrong in a competitive conversation is really, really bad. </p>
<p>Ask John McCain.  Or Al Gore.</p>
<p>Or any other politician that has spent months and millions trying to be elected only to come up a few votes short of the finish line. </p>
<p><em><strong>While there's always a place for competitive dialogue in our persuasive world</strong></em>, Copeland argues, students need to be introduced to the characteristics of collaborative dialogue too -- which is built on the notion that participants in a conversation should see one another as intellectual teammates who are building new understandings together. </p>
<p>We may not agree in a collaborative conversation, but we respect each other and are convinced that we can learn from one another as long as we are willing to listen with an open mind. </p>
<p>Makes sense, doesn't it? </p>
<p><em><strong>Here's the hitch:  Kids RARELY see examples of collaborative dialogue in action. </strong></em> Instead, they are surrounded by competitive conversations -- whether it's two political candidates delivering right hooks to each other or two companies trying to insult one another's products. </p>
<p>The result is that a whole generation of kids are growing up with little real ability to engage in the kinds of collaborative conversations that lead to better solutions and more learning. </p>
<p>#frightening</p>
<p><em><strong>If this resonates with you at all</strong></em>, <em><strong>consider downloading this activity that I just whipped up</strong></em>:</p>
<p><span class="asset  asset-generic at-xid-6a00d8341c721253ef01675f398c58970b"><a href="http://teacherleaders.typepad.com/files/handout_evaluatingconversationbehaviors.docx">Download Handout_EvaluatingConversationBehaviors</a></span></p>
<p>It asks students to evaluate the differences between the Romney - Perry clip and an interaction that took place between a group of my students after one of our Socratic Seminars. </p>
<p>Hope you find it useful.</p>
<p>____________________________________________</p>
<p><em><strong>Related Radical Reads:</strong></em></p>
<blockquote>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2010/11/teaching-students-not-to-shout-.html" target="_blank">Teaching Students About Digital Conversations</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2009/12/digital-conversation-matters.html#more" target="_blank">Digital Conversations Matter</a></p>
<p><a href="http://teacherleaders.typepad.com/the_tempered_radical/2009/12/part-2-digital-conversation-matters.html" target="_blank">Part 2: Digital Conversations Matter</a></p>
</blockquote>
<p> </p>
<p> </p>
<p> </p><xhtml:img xmlns:xhtml="http://www.w3.org/1999/xhtml" src="http://feeds.feedburner.com/~r/the_tempered_radical/~4/P2_xgZCHNmo" height="1" width="1" /></div></content>



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