Standard 5:

Teachers use technology to enhance their productivity and professional practice, including effective professional development participation in order to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

I will learn multi-camera techniques and to increase my skills in audio recording. I founded a non-profit and writing fellowship proposals, scholarships and grants to implement goals. I was pleased to see my own philosophies of education, developed over many years of independent observation, echoed and clarified by such implements as Edutopia (glef.org) (Chen, 2002) and Interactive Online and print-based Study guides, reflecting the ongoing arrival of distance learning at the forefront of the new paradigms in education that offer the most hope, in my opinion, for improvement in the areas of the whole child.

Each professional skill will be addressed, such as technological updates and the addition of interesting graphics and pages based on constructivist pedagogy of education I like to call Design by TEAMS and other ongoing updates to resume and Web Quests. I still hope to found the Dr. Fred B. Wood Memorial Library.

The resume and technology competencies I have managed in my lifetime (what I consider to be my teaching career), reach across all the ISTE NETS Standards, because they invariably use systems sciences approaches that start at the big picture and work backwards to establish feedback loops (Wiggins & McTighe, 1998) that allow and encourage the students to launch themselves on the Ocean of Information we call the World Wide Web to take their own voyages on what I like to call the Ship of Discovery (Dils, 2004). Then the teacher becomes the guide or navigator and helps the student learn by experience how to "take the helm and steer" or "set or reef the sails!" (Tomlinson, 1999).

Here is my proposal:

-------------------------------------------------------------------------------- PROPOSAL FOR A COLLEGE OF SYNTHESIS

Under the sponsorship of The spiritualUN

and CSIRI, (Computer Social Impact Research Institute, Inc. A NON-PROFIT 501(c)(3) founded in 1978 by

Dr. Fred B. Wood, III, and the Compassionate Democracy Division thereof,

as a mechanism of education to promote the use of

"Computers for Peace, Freedom and Prosperity"

we propose the immediate formation of a

"COLLEGE OF SYNTHESIS"

and the Dr. Fred B. Wood Memorial Library with cafe

DEDICATING OUR RESEARCH TO THESE GOALS, WE STUDY THE SOCIAL IMPACTS OF COMPUTING, INCLUDING THE INTERNET AND RELATED SCIENCE AND TECHNOLOGY.

CSIRI is already involved in several areas of interdisciplinary research and is attempting to further educate the public and private sectors on the efficacy of integrating the Social and Natural sciences by founding

"Science of Learning Centers"

where intergenerational experiments in human cognitive faculties and cognition systems,

including motivational and memory processes (Dils, 2004),

confront less innovative approaches to learning head-on with the challenging of "received" wisdom and the bedrock of childhood curiosity (Vygotsky,1978).

Using the innate desire to learn (Chen,2002),uncolored by grades or age segregation (Noll, 2005), the ability of children of all ages and backgrounds may be stimulated by the genius of their elders (Jensen, 1998), (Kim & Sharp, 2000), proving the efficiency of integrating several generations into research projects, where the design services group methodology allows and encourages rapid and innovative approaches to motivational learning and models of creative and practical solutions to all world and community problems (Wiggins & McTighe, 1998).

References

Chen,Milton (executive editor). (2002). Edutopia:Success Stories for Learning in the Digital Age. http://www.glef.org SF CA: Jossey-Bass.com

Dils, A. Keith. (2004) “The Use of Metaphor and Technology to Enhance the Instructional Planning of Constructivist Lessons”. Retrieved from Contemporary Issues in Technology and Teacher Education [Online Serial], 4(2).

http://www.citejournal.org/vol4/iss2/general/article2.cfm

Jensen, Eric. (1998). Teaching with the Brain in Mind. Alexandria, VA: ASCD.

Kim, M.K., & Sharp, J. (2000).” Investigating and measuring pre-service elementary mathematics teachers’ decision about lesson planning after experiencing technologically-enhanced methods instruction.” The Journal of Computers in Mathematics and Science Teaching, 19, 317-338. Noll, J.W., (2005). Taking sides: Clashing views on controversial educational issues. Dubuque, IA: McGraw- Hill/Dushkin

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Simonson, Michael, et.al. (2003, 2000). Teaching and learning at a distance: Foundations of distance education, 2nd Ed. Columbus, Ohio: Merrill Prentice Hall

http://www.prenhall.com/simonson

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.

Wiggins and McTighe, (1998). Understanding by design.Alexandria, VA: Association for Supervision and Curriculum Development

by Andi Bowe

7/21/04

Behavior Content Matrix for my discipline.

Since my discipline spans several ages and systems science is really what I teach, I have a lot of trouble assigning specific objectives to my coursework. They will be more general because they apply across all disciplines and I use only criterion-referenced assessments or portfolios of projects completed or in process.

Knowledge Two examples across disciplines: History: Know the culture and history of music in North America by studying Love flutes or drums.

Mathematics: Know measurements (metric vs. inches) and how to estimate an angle to the sun (for solar ovens) or how to draw and measure a personal healing flute with a ruler and pencil after determining diameter, length, etc.

Comprehension: History: comprehend the role of music in Native American Indian culture (or dyes and weaving or baskets, etc.) Math and Science: Understand how angles to the sun determine solar oven cooking times. Understand the difference in the abundance of Nature vs. industrial age extinction of species.

Application: We will actually construct a flute or basket to experience the hands-on process, while seeing the social and natural changes involved in cultural extinction of crafts and customs. Like a scientist whose genius may have several projects going that might take several years to produce a viable model, I give my children time to work on pet projects over many years if they like. In this way, my 15 year old was able to show her work at a Santa Cruz art show and I myself have papers I am writing that are 30 years in the making, because I really want them to answer the questions I have posed for myself, not for a grade or even the reward of publication.

Analysis: Feedback loops and rubrics designed by and for the child are my primary tool for analysis and further design improvement. I consider every objective I have in teaching to be an "affective objective" because I believe the attitude of the child toward learning is way more important in the long run than what they actually learn. I design every instructional workshop I offer in a way that these skills in development of pro-social, cooperative attitudes, confidence through hands-on experience assisted by other siblings or friends and, most important of all, the Love of Learning, are a built-in part of each design process.

Synthesis: I see how what and how I teach shows the innate nature of systems theory and it's obvious success as a tool that can be used, taught and developed by the children themselves. They may become, through self-interest, able to see the "big picture" of bioethics and the ecosystem's inter-dependence, perhaps even better than an adult could, because they have a fresh and innovative way of seeing things if we only allow it. The flute shows the healing power of music and the advanced methods of hands-on learning processes like the design method I teach as soon as the child can talk by example and application to everyday life. The flute or basket or Native recipe shows understanding and compassion for the Native plight through role playing (history, archaeology, government, global warming, etc.)

Evaluation Assessment of Project by Group or Class or School or Parents or community. Online Records Kept in Journal Mode by each student document the design process and it's successful outcome. Rubrics and index cards and feedback loops of any kind the student prefers are included and an online portfolio and/or Power Point Presentation, video, audio, dance, dramas or any method of documentation the student or group chooses is allowed and all suggestions are considered in the brainstorming initial phase of the design process and are modified in the course through discussion and critical debate. The student will be evaluated only by their own progress in understanding and participation, not on past successes or failures.

Everyone I shared my curriculum map with thought it a good approach to letting student interest lead educational objectives, while still making sure the student has learned and retained enough factual knowledge to meet standards for their grade level.

They critiqued me about not enough detail, but this is always dependent on the students themselves and each class or workshop may have a different set of projects or working models, so details are not as essential to me as qualities I see the child evincing in their continued interest and attention to their own chosen project and it's successful completion or as an opportunity for further research and development on the student's own time.

Using a working model and Show and Tell strategy also helps prepare the child for presentations of a more professional nature and we address how the design process may be extrapolated to the workplace, or even how the child might start their own "business" based on principles of bioethics and compassionate service.

Some colleague's have started their own Junior High here in Santa Cruz, CA, based on just such principles of student motivation and hands-on or one-on-one" interaction and feedback to change behavioral problems often caused by ADD or environmental responses shaped by generational poverty and learned helplessness.

These colleagues agreed with my assessment methods and curriculum plan, but emphasized they would spend more time on more conventional testing methods and memorization of facts and would also spend a lot more time making sure the student could pass the standardized tests for their age level. Since my son tested eighth grade level in the first test he took in fifth grade, I was not too worried about whether my approach worked or not, at least in his case.

The models can improve the teaching/learning process because they point out ways in which children may be assisted in the learning process by principles of backward design, utilizing proven ways in which children process information in the brain both to retain learning and to unlearn behaviors that are detrimental or ineffective in the long run.

I can improve both my teaching and learning processes by being more aware of how the brain is involved in learning and it will also cause me to be more aware of nutrition and water intake, something I feel we really need to work on in public schools, especially when the water from the fountain may be toxic and lack of money prevents the student from buying spring water. I would include principles of water purification (like evaporative and condensation methods) in early childhood and parent education.

My only questions in this module is "How fast can we implement brain-based learning and backward design principles into the mire of programmed education?

Every class and/or workshop I teach begins with an overview of the finished project, either as an actual working model for demonstration

or as a one page plan or an outline of a workshop that includes diagrams and directions that, if followed, will ensure not only the completion of a project or working model but also leads, through further research and development, done individually or as a team, to Level 5 knowledge that will apply to other studies and examples of hands-on research.
For instance, in the case of an objective of learning to hand-carve a Native American Flute, learning about the Native culture is inherent in the process of both learning to carve and learning to play the Native Love or Healing Flute and that will tell me the child has learned not only carving skills, such as the correct way to hold the knife or gouge and the correct way to carve by learning to read the way the grain goes in the wood itself, but also has learned by doing how to complete a project that has functional long-term learning values inherent in it's use, such as playing the flute enhancing listening skills, compassion for the birds who sing along, and other not so apparent "learning stories" that may take a decade or more to experience everything there is to be learned in a story or project through the hands-on process. The child also learns to value and appreciate their own growing skills and yearns to teach and share them with others without being forced to.
The same Daggett model would apply to building a solar oven with the project's completion as both objective and assessment tool.
Another objective I use is also one that employs and educates in several disciplines. This is how to grow a garden and leads to the child not only learning principles of agriculture and horticulture and flower arrangement and composting, etc., but also, by feeding others with the produce they have grown with organic love, the child learns principles of social and community responsibility and interaction. I take the children to the free meals to sit with the homeless who may be angels in disguise. The child is taught by example not to lose the wonder and awe that is so necessary to survive unscathed in a world rebelling against the beauty and infinite love of the Father.
Thus, by employing hands-on methodologies and extracting the essence of a discipline through systems science principles, I am able to make every learning project ultimately into a Level 5 Learning Model and to present lifetime learning opportunities no matter what the subject matter or discipline.
Also, the model of a design process that I teach my children at an early age through discussion, brainstorming and cooperative learning projects, allows the same level 5 distillation of learning, like a perfume or fine essence, to feed the growing brain and critical learning skills developing naturally in the motivated student learner.