Echos of the Past

Yesterday I enjoyed a virtual tour of Rainbow Bridge National Monument, led by Ranger Doug Crispin. Through the magic of repeat photography we "walked" in the footsteps of the Cummings-Douglas discovery party and their native guides Nasja Begay and Jim Mike.

Repeat photography is a method by which an older photo is photographed in the scene it originally captured. An example explains it better than words.

1955 Flood and present day - Maitland, NWS Australia

used with limited rights - Nomad Tales/Flickr

In honor of the centennial of the RBNM, an adventurous group (including the grandson of one of that earliest party) attempted to trace the original route to Natural Bridges, a 19-mile excursion through treacherous Utah scrubland. How could they find the long-lost route the party took when they "discovered" the monument? The answer lay in the photographs the Cummings-Douglas party took to document their travels in 1909. As they ventured out, the 2009 travelers examined the old photos for clues. A gap in a rock, the alignment of a canyon with the peak of a distant mountain, all kinds of physical evidence guided their way. The centennial party documented their own travels, photographing the old photos against the landscape, capturing pictures in pictures. That's repeat photography!

Imagine the investigations kids could make into natural and human environments! Causal relationships, physical landmarks and perspective, photography, human impact, change over time... Imagine how seeking answers to questions about our dynamic world could be more meaningful with repeat photography.

Interested in seeing more, learning tips for repeat photography? My web scan for photos-in-photos and methods didn't yield much. The best examples I've seen so far are Ranger Doug's. The best advice for repeat photography comes from University of Texas instructor Craig Campbell's photography course.

I found some photos I'd like to rephotograph here in my hometown. I look forward to investigating the possibilities. Stay tuned!

Designing for Change

In this TED talk, designer and innovator Emily Pilloton shares her big ideas about using design thinking to transform a rural school and the surrounding community of Bertie County, North Carolina. Pilloton does more than talk about the power of good design. She has moved her nonprofit design shop, Studio H, from San Francisco to Bertie County and become a certified teacher so that she can work directly with high school students. During the coming year, they will begin building student-designed projects--such as bus shelters or a farmer's market site--to improve their impoverished community.
The video is worth a watch for many reasons, not least of which is Pilloton's passion for this initiative. It's also a good conversation-starter about how schools work--and how they could work better, especially in places that are short on creative capital.
If the video leaves you eager to learn more about design thinking and the role it can play in K-12 education, take a look at the K-12 Laboratory at Stanford University's Hasso Plattner Institute of Design. This Edutopia article offers more information about learning through active problem-solving.

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Computational Thinking in Real-Life Projects

Isn't it surprising that with all the technology available to our students, fewer and fewer of them are pursuing education and careers that will have them inventing technologies? The U.S. talent pool from which the next innovations spring is shrinking and NCWIT By the Numbers (pdf) tells the story.
In the interest of changing this trend, Computer Science Education Week was born. From December 5-11 folks around the country are mobilizing to:

• Eliminate misperceptions about computer science and computing careers
• Communicate the endless opportunities for which computer science education prepares students within K-12, and into their higher education and careers
• Provide information and activities for students, educators, parents, and IT professionals to advocate for computer science education at all levels

Visit the site and make a pledge to raise awareness of the role computing plays in all our lives and to promote computer science education for all students.

Here's where PBL comes in. All teachers (not just CS teachers!) have a role in developing the computational thinking patterns that are foundational to computer science.

"Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science. To flourish in today's world, computational thinking has to be a fundamental part of the way people think and understand the world."

-Carnegie Mellon University Center for Computational Thinking

The right learning opportunity combined with accessible technologies -from spreadsheets to Scratch to modeling software- can encourage the exploration of computational concepts during real-life problem solving. With more "computational thinking" experiences under their belts, it's likely more kids will see how harnessing the power of computer science can help them invent and improve their world.

One example? Middle school students in Ohio became concerned about broken city sidewalks that hampered mobility for senior and disabled citizens. By making an inventory of sidewalk quality and studying foot traffic patterns students were able to create a model that they presented to the city council in support of their recommendations for sidewalk repair. Identifying the problem so it could be studied through data inventory and analysis was just the start of the computational thinking involved in the sidewalk project. Determining how to associate foot traffic patterns and sidewalk quality was another computational challenge, as was how to best represent the problem in an infographic.

What aspects of your projects could be amped up to draw on and develop computational thinking?

Learn more about CT from Jeanette Wing:

Take a World Tour of Education

It's been a busy week, with stops in Turkmenistan, India, Australia, and the Mentawai Islands. And that was just Monday.
The first-ever Global Education Conference is underway from Nov. 15-19. This free virtual event has unleashed a world of learning opportunities for anyone with an Internet connection and a sense of curiosity. Sessions are running around the clock, with 400+ presenters eager to share their insights. Many are talking about global collaborative projects, which should be of particular interest to anyone who's involved in project-based learning.
This post for Edutopia covers all the basics, including links to recordings.
There's still plenty of time to take your own world tour. Where do you want to go next?

Today's News, Tomorrow's Projects?

In a post for Edutopia this week, I talked about developing "ripped from the headlines" projects, using the news as a launching pad for in-depth learning. The idea is to go beyond current-events discussions and bring students into the the role of problem-solver, analyst, or perhaps even advocate for change.
Conversations with teachers about this idea have me thinking about both opportunities and challenges. In a follow-up discussion on Teachers Teaching Teachers, for instance, Kevin Hodgson brought up the issue of how to fit in such projects, given the real constraints of time and curriculum. Matt Montagne emphasized the need for teachers (and students) to own a project idea if it's going to take hold. Chris Sloan cited the recent election season as an opportunity to use a real event to get students involved in a critical study of language.
In the comments to my Edutopia post, there were several inspiring examples of real-world projects--countered by a writer who argued for teaching basics first before launching into more contemporary topics in the classroom.
I'm eager to keep gathering examples of "ripped from the headlines" projects. What have you tried with your students? What were the pitfalls? The benefits? Let me know, and I'll share your wisdom in a follow-up post.

Put Out the Welcome Mat

More than a decade ago, experts took a look at the reasons why parents become involved—or not—in their children’s education. Researchers Kathleen Hoover-Dempsey and Howard Sandler narrowed their focus to these three key factors:

• · How parents view their “job description,” including their responsibility for their children’s learning
• · How confident parents feel about their ability to help their kids
• · Whether parents feel invited and welcome at school.

That third factor is the one that educators have the greatest opportunity to influence. How welcoming does your school feel to parents? (Have you ever asked them?) When you communicate with families, do you tend to pass along announcements and due dates, or invite parents to be real partners in their children’s education?

I had a chance to discover some of the creative ways schools are connecting with families while researching new publication for Edutopia. Home-to-School Connections Guide: Tips, Tech Tools, and Strategies for Improving Family-to-School Communication is just out, and you can download a free copy here.

Many of the tips you’ll find here come from colleagues and other Edutopia community members who responded to my inquiries with a host of good ideas in blogs, online discussion groups, and on Twitter. (Tip #10 includes a nifty idea from Jane Krauss about how to connect parents with their kids’ learning.)

Clearly, schools are getting more creative about connecting with parents. The guide includes examples of how they’re using Facebook and other social media to open conversations with families. Some tips offer new takes on old-fashioned ideas, such as making reading a family affair. And, of course, many ideas come from the reporting that Edutopia has done about what works in public education.

How do you forge stronger partnerships with your parents? Please share your ideas, and we’ll keep growing this conversation.

Crying for Solutions

Several years back, when I was an editor at an educational research organization, we produced materials for a federal initiative to promote school safety. Among our most popular publications was a fact sheet on strategies to prevent bullying. The solutions seemed so straightforward: Don't ignore it. Create a climate of respect. Make it safe to ask for help.
Fast forward a decade or more, and bullying persists as an issue that just won't go away. Indeed, it continues to mutate as new technologies are harnessed for the hideous cause of attacking another person's humanity.
October is National Bullying Prevention Month. Scarcely a week in, we've seen headlines about a gang in New York that viciously attacked two teens and an adult male because they happen to be gay. We've heard a candidate for governor of the same state describe gay people as "disgusting." And then refuse to apologize for his bigotry. We've heard more reports about a New Jersey college student named Tyler Clementi who jumped off a bridge after his classmates used Twitter, a webcam, and YouTube to torment him by broadcasting details of his intimate life. (OK, that happened in September.)
Clearly, this is a problem that's still crying for solutions.
What can we do to make sure we don't continue to face the same problem in another decade? For starters, take a look at a project called Not In Our School. It grew out of an anti-hate campaign called Not In Our Town, which itself grew out of a documentary by the same name. (My recent Edutopia post includes more background.) Resources for schools include no-nonsense classroom materials and a social media campaign that encourages kids to create and share their own anti-bullying messages.
Can a campaign make a difference? Take a look at the Not in Our School videos from Gunn High in Palo Alto or Shaw High School in East Cleveland, Ohio, and see for yourself. Better yet, share them with your students. And get the conversation started.