=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= Classroom Toolkit Newsletter =*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= December 31, 2005 Issue #3 Volume 1 Number 3 =*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= Written by Joseph Chmielewski, M.S., L.P.C. (c) copyright 2005 Center for Creative Learning, San Antonio, Texas =*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= =*=*=*=*=*=*=*=*=* TABLE OF CONTENTS *=*=*=*=*=*=*=*=*=*= 1. News Nuggets 2. Site Progress 3. Open Source in Education 4. Featured Article: - The Flaws, Fallacies and Foolishness of Benchmark Testing 5. Top Tips - Free Program -- Word Search Factory Lite - Tips to Help you Save Time and Money -- Microsoft(TM) Education - Short Article -- The Payback and Benefits of Training 6. Book Review 7. Requests 8. Site or Newsletter Feedback 9. Upcoming Articles =*=*=*=*=*=*=*=*=*=*= NEWS NUGGETS *=*=*=*=*=*=*=*=*=*=*= ----- - 1 - ----- -> News Nuggets <- We posted our previous newsletters online. =*=*=*=*=*=*=*=*=*=*= SITE PROGRESS =*=*=*=*=*=*=*=*=*=*= ----- - 2 - ----- -> Site Progress <- Site Strategy Our site's strategy is to provide a time-saving plan and a management framework for teachers. This benefits our visitors with a value beyond just searching the Internet for an endless supply of unconnected, free materials. Finding just the "right" materials for a specific lesson takes more time than it saves. It saves more time to create your own materials if you have a strategy for reusable templates and generic components. We offer our materials freely to show teachers how this strategy for saving time actually works. In addition, our site demonstrates a practical method for integrating technology into instruction. This is a stated goal of almost all school districts and the federal government. However, it is easier to say that the integration of technology is a priority than it is to provide adequate funding for equipment, materials and professional development. We show teachers how to integrate technology without adding another hour or two to their workday. Site Progress * We have added Google(TM) Site Maps to our site. This allows Google's spiders to find all the pages. This won't increase traffic, but will ensure that the spider can find all the site's pages. * We have finalized our eZine publication schedule. You should be able to see this with the new site. The focus of these issues will be: Volume 1 -- 2006: Winter Planning (and Automation) of Teacher Work Flow Spring Multiple Intelligences Summer Higher-Order Thinking Fall Project-based Learning Volume 2 -- 2007: Winter Teaching to the Test: A How-to that doesn't Sabotage Learning Spring Teacher Creativity and Performance Learning Summer Mathematical Cross-Polination: Integrating Math into all Content Areas Fall Visual Phonetics If you have any ideas for what you would like to see included in our eZine please send your suggestions to... suggestions-svbi@classroomtoolkit.com Look for our first eZine issue around the third week of January, 2006. -> Results <- * The Three major search engines are just starting to find our site. However, the pages are not ranked very highly, so we attribute most of our visitors to our RSS feeds. =*=*=*=*=*=*=*=*= OPEN SOURCE PROGRESS *=*=*=*=*=*=*=*=*=*= ----- - 3 - ----- -> Open Source in Education <- Progress on our Goal for sparking an Open Source in Education Movement: Our goal is to find teachers who are willing to share the materials that they create. -> Our Latest Strategy <- The Google(TM)Ad Sense ads do not seem to be useful to our site's visitors. We will continue this test for another month, mostly because we are too busy with the eZine and upcoming workshops. -> Partners Needed <- If you want to partner in developing materials for use as Open Source Content, please let us know. Send your proposal to: partners-svbi@classroomtoolkit.com Unlike other Web sites, we insist that authors retain the copyright to their materials. Of course, you have to give us written permission for us to publish your material on our site. By posting your information, other teachers will use your materials. So why would you want to share your materials and still retain a copyright? * You can do your part in stemming the tide against over priced corporate materials * You can do your part to stem the tide of online membership sites that offer a "worksheet only" strategy for supporting instruction * You can gain exposure for your ideas and skills if you are (or wish to become) a consultant * You can list the materials you share as publications on your resume * You can test whether other teachers like your materials, and if they do, collect your materials into a book or eBook * You can test whether there is enough interest in your materials for you to start a Web site of your own, or, to develop your own online business -> Writing for the Web: A How-To <- If you want more information on how to write for the Web, check out this free course. This link can get you started in developing Open Source Educational Content for the Web. http://netwriting.sitesell.com/24x7-learning.html If you want more information about the process of creating a site without knowing HTML or without purchasing high- end (expensive) Web development tools, check out... http://buildit.sitesell.com/24x7-learning.html =*=*=*=*=*=*=*=*=* FEATURED ARTICLES *=*=*=*=*=*=*=*=*=*= ----- - 4 - ----- -> The Flaws, Fallacies and Foolishness of Benchmark Testing Benchmarking is a great tool for improving an organization's performance...when used for identifying, then tracking (by measuring) specific variables that are proven to be "S.M.A.R.T." That is: * Specific * Measurable * Achievable * Realistic * Time Specific The benchmarking process leads to better organizational communication and morale. The entire organization gets behind the key improvements that are identified; and everyone takes pride (and credit) in the organization's better performance and improved profitability. Everyone shares in the accomplishment. (At least that is what is supposed to happen.) Unfortunately, the way that school districts use the benchmarking tool is "D.U.M.B." * Distracting, Dampens Morale * Under funded, Un targeted, Unrealistic * Meddlesome, Mediocre Outcomes, Menacing (to some teachers) * Bureaucratic, Burdensome, Bothersome The idea to use benchmark testing was adopted by school district curriculum departments, presumably after reading about how business and industry improves business performance (and the bottom line) by instituting metrics (measurements). These measurements help everyone in the business organization focus their efforts on what really matters (independent variables). The processes that are measured are those that directly relate to improving worker performance and productivity. On the face of it, this seems to be a great idea. Don't we all stand for efficient and productive teaching? Don't our children deserve teachers who are continually improving the process of instruction? Shouldn't teachers be fine tuning their skills to Swiss watch precision? If benchmarking is such a great tool, and if school district's are not achieving stellar results from benchmarking initiatives, what is going wrong? Well, maybe, benchmarking is the wrong tool for the job. Or, maybe the benchmarking tool has been used incorrectly. The keys to determining whether the results of a benchmarking program are beneficial are whether teacher performance and teacher morale improves as a result of the program. Evidence seems to suggest that benchmarking, as implemented by school districts, falls into the "D.U.M.B" rather than "S.M.A.R.T." category. First, benchmark testing is introduced as a "cure," not as a tool for discovery of effective teacher performance. Typically, the educators who know how to teach children are not asked what variables produce the greatest learning outcomes in their classrooms. Instead, all children are given a paper and pencil test. The test scores are supposed to help teachers and administrators. But, data derived from these paper and pencil tests are dependent variables, not the crucial, independent variables that need to be addressed. Independent variables are the ones identified and measured that the organization can do something about. Unless the independent variables can be identified, changed and controlled, no cause and effect relationship is proven. What school district collect is "result data," (dependent variable) when the kind of information that needs to be collected is "what caused?" data (independent variables). So, what is the difference between how business and industry use benchmarks for improving performance, and what school districts do with the tool? A company, lets say a package delivery company, notices that it is aggravating customers because of delivery delays and lost parcels. The company resolves to improve its performance using the benchmarking process. The first step in the benchmark process is to find companies that are "getting it right." Of course successful competitors would be ideal models, but direct competitors are unlikely to provide any help. So, the company contacts non-competitors with similar processes (in this case maybe florists and pizza restaurants) and finds out how these companies measure and improve their accurate, on time delivery. Next, the company institutes a measurement system for their delivery process, and then experiments to determine how the processes behind these measurements can be improved. For example, package sorting time may be important. So, the company tracks the time that the package arrives at their facility, and the time that the package is placed inside a delivery van, then calculates the difference. Now, everyone in the company knows that shrinking this time period is being measured. Everyone focuses upon ways to cut hours, then minutes off this lag time. All employees submit suggestions for improving the process, and effective, efficient ideas are tested, then adopted company wide. (It doesn't matter whether a shipping clerk, mechanic, custodian or CEO comes up with the idea. What proves to work is adopted.) Finally, once targets are met, new initiatives are studied and implemented. The business will commit time and money to this study, and the company will commit whatever it takes to implement an effective solution. Often, automated methods are suggested, especially the automation of busy work like tracking. In these cases, the company spends the money to implement the solution The business will focus upon what it can change (those pesky independent variables again.) What getting-it-right industries are educators analyzing to discover the proper metrics for improving instruction? What getting-it-right teachers are measured so that performance standards can be applied against the performance of all other teachers? What school districts do instead of instituting a useful benchmarking program is to give face-valitity-only, paper and pencil tests to all students, and, from these "scores," "determine" which teachers are doing a good job (based upon "passing rates"). These scores are supposed to assist teachers in getting ready for the mandatory high-stakes tests later in the academic year. So, why is this process flawed? In order to measure and replicate improvement, it is necessary to know what independent variables created the improvement. What the benchmark testing program discovers is that on one day, some students answered more correctly than some other students. The benchmark test data (dependent variables) do not provide a clue as to what variables were responsible for the more correct answering of some students; nor, do the benchmark test data determine if any of those variables that were responsible for more correct answers can be changed in any way by teachers in classrooms. In order to make improvements in instruction through the use of benchmarks, a school district would need to measure specific variables that go into the performance of teachers. There is little direct benefit of measuring the global symptoms that occur sometime later using the paper and pencil benchmark test. For example, the reason that math test scores are low could be that the new math text book is confusing students, or, that the book (that teachers were ordered to use) does not match the benchmark test time frame for objectives tested, i.e., the benchmark test didn't test what the teacher taught. An independent variable affecting test scores (that is beyond the control of teachers) might be the many cases of influenza, with even the teacher absent for several days, before the benchmark test was administered. Measuring students answers on a paper and pencil test is similar to the package delivery company measuring package size and package shape to determine how effectively their delivery system is operating. That is, not directly relevant. What an effective educational benchmarking process would have to do to actually improve instruction would be to: * Determine exactly what materials, methods and behaviors result in actual students' improved performance outcomes * Determine exactly what methods and behaviors can be measured for each teacher's performance * Measure the teacher's behaviors and performance as instruction is being delivered * Analyze the metrics and prescribe changes for the teacher before instruction gets too far off track To be effective, curriculum experts would need to know exactly what teachers have to do to teach each specific content area subject. Next, these experts would have to identify specific, observable, measurable behaviors and events. Then, these experts would need to find a way to collect these measurements (without adding yet another burden on teachers). Finally, these experts would have to measure exactly how well each teacher performed, and measure how well each teacher improved, based upon these measures. For those teachers who bristle at the thought of being "placed under a microscope, our advice is to "relax." First, the curriculum experts can't devote the time and money required to discover the specific, measurable, observable "stuff" that is required to actually gauge teacher performance, class-by-class, and tell how well each teacher is doing. However, even if curriculum experts knew what information to collect... specific-measurable-observable assessment of each teachers' performance... who is going to collect the data? We can't give the job of collecting performance data to teachers (yet another busy work task that is unrelated to instruction), can we? If we did require teachers to collect this data, could we trust that teaches wouldn't "pad" the data to make themselves look better? And, if observable performance behaviors are important, who is going to observe so many teachers? No district can spend the kind of funds required to observe every teacher. No school district has that much extra money. In educational practice, the benchmark testing program seems to degenerate to "let's make teachers work harder by increasing 'accountability' and 'productivity' without spending any money, without providing resources or retraining our teachers." This will sound politically correct and it will seem like those in charge are doing something. It is easy to say, "We'll test all the students, and if our teachers don't deliver higher test scores, we'll replace those "losers" with someone who can get the job done." (Of course, the replacements won't do any better, but the people in charge are vindicated by their initiatives." So, benchmarking in education will continues to provide the candy-bar, potato chip, and soda-water "lunch." Benchmarking in education seems to taste good, but contains empty calories that provide noxious and detrimental after effects and leave a "bad taste" in teachers' experience. "Doing benchmarking right" in education would be so expensive that I can't imagine any politician agreeing to make the funds available. District benchmarking initiatives demonstrate what happens when a good tool, used incorrectly, is adopted as a cure for education's ills. Note: This article is a bit controversial. We will be happy to print comments and critiques that focus on improving instruction and benefiting teachers. If anyone knows of a school district that has used the benchmarking process effectively, please let us know, and we will showcase them. If anyone knows of a teacher who likes the benchmark testing program and thinks that, the results are beneficial, please refer this person. We would like to interview them to discover what we believe would be a unique perspective. Who knows? Out of the hundreds of thousands of teachers in this country, there might be one that believes that the process is useful. For an example of what it takes to do benchmarking right, visit the Center for Creative Leadership. http://www.ccl.org/leadership/about/index.aspx?pageId=10 This site will provide clues to what it would take to do classroom benchmarking right, and provide clues to the range of costs that would be required. Hint: this organization has spent 15 years studying leadership, only one of many skills that a teacher employs daily. And, a single course can cost $1,295US. Do the math and see what will continue to keep school district from "doing benchmarking right." You also might be interested in a free report about leadership and emotional intelligence that is available at this site. http://www.ccl.org/leadership/pdf/assessments/skills_intelligence.pdf =*=*=*=*=*=*=*=*=*=*=* TOP TIPS =*=*=*=*=*=*=*=*=*=*=*=*= ----- - 5 - ----- ->Top Tips <- Free Program Word Search Factory Lite Word Search Factory Lite is a fully functional, free program. It is also free of nag screens and advertising! Word Search Factory Lite includes the basic essentials needed to create word search puzzles for any subject. Word Search Factory allows you to completely customize the content and size of your word searches. The program enables you to print unlimited copies of your word search and answer keys. Of course, the vendor, School House Technologies, would like you to buy their higher-end version, but most teachers can do just fine with the lite version. Download the free program from: http://www.schoolhousetech.com/products/wordsearchlite/index.htm ->Free resources<- Microsoft(TM) Education Teachers can always find free resources at the Microsoft(TM) Education site: http://www.microsoft.com/education/default.htm This site includes: * Tutorials * Lesson Plans * How-to Articles * Education Programs Of course, these resources are geared toward Microsoft(TM) products, but since just about every teacher uses these products, there is something at this site for just about everybody. (The selections are wide, but not deep.) Hint: When searching for the above categories, select "All" for every choice, otherwise the search may come up empty. The resources are really adaptable for many more applications than are registered in the Microsoft(TM) database, so ignore the site's narrow key word search. Also, ignore Microsoft's marketing focus and see the bigger picture. For example, the article "Brainstorming, Idea-mapping, and Organizing Information in the New Millennium" http://www.microsoft.com/education/Analytical.mspx shares good information, but recommends that teachers create mind maps with MS Visio(TM). I suppose that if a teacher doesn't just happen to have a copy of Visio(TM) lying around at home, then they can borrow a copy from their district's IT department. :-) Otherwise, use a tool such as Inspiration(TM), MindManager(TM) or MindGenius(TM) that is really suited for creating Mind Maps. http://www.inspiration.com/home.cfm http://www.mindjet.com/us/ http://www.mindgenius.com/ Or, use the Open Source product, FreeMind... http://freemind.sourceforge.net/wiki/index.php/Main_Page ->Teacher Resources<- ->Teacher Discounts<- Finding a real teacher discount source still requires a time-intensive search. It took about an hour, but I found another one. FedEx Kinko’s is offering discounts of 15% for any and all teacher purchases. Teachers can apply online for the teacher discount card at https://psg.kinkos.com/educator/disc_card.php FedEx Kinko’s calls this their "Educator Savings Program." This program is available for teachers, faculty members or administrators of public or private schools or universities. The discount card will be mailed directly to you to the school address that you enter on the short online form. This discount card will be good for 15% off most products and services at any participating FedEx Kinko’s Office and Print Center. ->Other Discounts<- For any other hardware and software need, call Rob Wehman of CDW*G. Give Rob a call at 1-866-339-7397 if you want immediate current prices. Rob will help you, or put you in contact with someone who can. Rob's E-mail address is robweh@cdwg.com -> Short Article <- The Payback and Benefits of Training School districts know that teacher training is important, these districts also know that training is expensive. But, school districts cannot afford not to train. Here are some payoffs. * Saving Money: - Costs lower, outcomes are higher if teachers know how to teach more effectively * Saving Employees - Turnover will be reduced if teachers know how to work according to expectations. Teacher stress will decrease - Staffing issues are reduced when teachers remain with the district * Helping Students - Training helps assure that students will receive the service and support that they need - Patrons are happy and satisfied when this occurs * Saving Time - Training promotes greater efficiency * Higher Morale - Teachers who perceive that someone cares about them have higher morale level and greater motivation The greatest need for school districts is to provide training that teachers believe is relevant for improving their jobs. Teachers' biggest complaint about training is that the mandatory training that they receive is unrelated to their jobs. this is the same complaint, year after year. We'll explore this disconnect in a future newsletter. =*=*=*=*=*=*=*=*=*=*= BOOK REVIEW =*=*=*=*=*=*=*=*=*=*=*= ----- - 6 - ----- ->Quick Flip Questions for Critical Thinking<- Author: Barton, Linda G. ISBN: 1-56472-047-0 Format: Flip Chart/Book, Plastic Spiral Bound Pub. Date: 1998 Publisher: Edupress http://www.edupress.com Cost: $3.99 Available: Direct from publisher or from local teacher supply stores ->Quick Flip Activities for Multiple Intelligence<- Author: Ryan, Chocetta Doti ISBN: 1-56472-490-5 Format: Flip Chart/Book, Plastic Spiral Bound Pub. Date: 1998 Publisher: Edupress http://www.edupress.com Cost: $3.99 Available: Direct from publisher or from local teacher supply stores The Books' Topics: This pair of books focuses upon the two central themes of our philosophy for strategic and tactical instruction: * Higher-order thinking and questioning * Multiple Intelligences and creativity Keywords: * Higher-order Thinking * Multiple Intelligences * Action Plan * Teachers'Habit Development Main Idea: These "books" are compact reminder, memory-prompter, habit-builder resources. The format is convenient for teachers to refer to all day. Quotes: "Quick Flip Questions for Critical Thinking can be used in the home, classroom or workplace to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and expanded problem solving skills." Quick Flip Questions for Critical Thinking, p. - 2. "Students with existential intelligence are attuned to the human condition. They are able to comprehend issues like the significance of life and death and the experience of love." Quick Flip Activities for Multiple Intelligence, p. -1. "Interpersonal learners understand the moods and motivations of others [sic] enabling them to work and communicate effectively. They enjoy social activities." Quick Flip Activities for Multiple Intelligence, p. - 3. "Intrapersonal learners have a deep awareness of their own inner feelings. They have a strong sense of independence and self-confidence." Quick Flip Activities for Multiple Intelligence. p. - 3. Issues Addressed by the Book: * Higher-order thinking is cultivated by rich questioning * It is as easy (and more efficient) to ask a question about higher-level domains as it is to ask factual recall questions and definitions * It is as easy (and more efficient) to integrate Multiple Intelligence skills into students' learning activities as it is to concentrate only upon verbal and mathematical skills * Students respond to higher-order questioning with more robust thinking and better problem solving * Student outcomes are richer and deeper when higher-order thinking and multiple skills are interwoven into our teaching The Book's Shortcomings: The books' shortcomings occur because the volumes are so short. The short, bulleted format serves the purpose of * reminding teachers what they could ask or * reminding teachers of what they could assign Also, these volumes do not point out that the next level of teacher performance means combining questions from multiple levels of the hierarchy, or combining performance activities. The reason that these books are being reviewed together is that raising teachers' and students' thinking and performance to a greater level of integration means combining higher-thinking domains with multiple talent performances. But, teachers should build a foundation (habit) of asking higher-order questions, and build a foundation (habit) of integrating Multiple Intelligences into their assignments instead of becoming too complicated. Comments: These books are short and easy to use. Teaches should carry these books around with them all day as they teach, and refer to them constantly until the prompts are not needed, e.g., when the skills have become habit. Summary: As we pointed our in our previous newsletter, improving education on a grand scale is easier said than done. However, improving one teacher's questioning and improving that teacher's assignment of learning activities is easily doable. These books are a resource for making this "one teacher at a time" improvement happen. Rating (Four Point scale): - Useful 4 _ Applicable 4 _ Relevant 4 _ Innovative 3 _ Original 3 _ Interesting 1 - Overall Rating 3.2 =*=*=*=*=*=*=*=*=*=*=* REQUESTS =*=*=*=*=*=*=*=*=*=*=*=*= ----- - 7 - ----- -> Requests <- What would you like to see in this newsletter? Send your requests for future articles to: requests-svbi@classroomtoolkit.com =*=*=*=*=*=*=*=*=*=*=* FEEDBACK =*=*=*=*=*=*=*=*=*=*=*=*= ----- - 8 - ----- Site or Newsletter Feedback: Send feedback and suggestions to: feedback-svbi@classroomtoolkit.com =*=*=*=*=*=*=*=*=*= ARTICLE PREVIEW =*=*=*=*=*=*=*=*=*=*= ----- - 9 - ----- -> Article Preview <- Our next newsletter will feature an article about skills and tools for improving students' writing . Let us know if you have a special topic in mind for a future newsletter. Send your articles-svbi@classroomtoolkit.com =*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= Feel free to send this newsletter to a friend. We won't send a newsletter to anyone unless they request to be placed on our mailing list. But, if you know someone that you think might benefit from our newsletter, send them to this address: http://www.classroomtoolkit.com/join-us.html =*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= http://www.classroomtoolkit.com =*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= Written by Joseph Chmielewski, M.S., L.P.C. Center for Creative Learning (c) copyright 2005 San Antonio, Texas U.S.A. 78265 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~