NBC fishes for new ratings by testing the public’s interest in education. Schools in Los Angeles were part of the episodes. Let’s hope the interest spurs NBC to renew the series.  You can watch some episodes here.

http://www.nbc.com/school-pride/

      Hundreds of teachers, technology coordinators, school and district administrators, and select students from around Southern California will gather at Cal State L.A. for a special conference that will explore the innovative and effective ways technology is being used at K-12 schools.

     The 21st [...]]]> Oct. 15 Ed Tech Event at CSULA is Among the State’s Biggest

      Hundreds of teachers, technology coordinators, school and district administrators, and select students from around Southern California will gather at Cal State L.A. for a special conference that will explore the innovative and effective ways technology is being used at K-12 schools.

     The 21^st Century Learners Symposium, which is sponsored by the Los Angeles County Office of Education, will feature workshops by top consultants and technology specialists on successful and “hot” classroom uses, trends, services and applications. Topics will include mobile technology, digital textbooks, netbooks, open source, Google, and Web 2.0 tools. The conference is one of the largest education technology events in the state.

     WHAT:    The 21^st Century Learners Symposium of 2010

     WHEN:    Friday, Oct. 15, 2010 — 9:00 a.m. to 3:30 p.m.

 WHERE: CSULA Golden Eagle Conference Center, 5151 State University Dr., L.A. 90032

                 NOTE: Media parking available by checking in at the Welcome Center/Kiosk on

                 Paseo Rancho Castilla (campus map: www.calstatela.edu/univ/maps/cslamap.php) 

WHO:     Participants are K-12 educators, staff and students from public and private    

                schools throughout Southern California.  Featured presentations:

                 All Day:    Special hands-on product and demonstration sessions

   All Day:    Student multimedia projects by Hollywood High School (LAUSD)   

                     and Rowland Avenue Elementary School (Covina-Valley USD)

                  9:30 am:   Leadership keynote: Cheryl Lemke, CEO, Metiri Group

                 12:50 pm: Afternoon keynote: Milton Chen, George Lucas Ed Foundation

              Symposium is presented by the L.A. County Office of Education’s Instructional

              Technology Outreach and California Technology Assistance (Region 11) Project.

     INTERVIEWS / VISUALS:

Nearly 600 attendees are expected. In addition to open interview opportunities with presenters, experts and participants, there will be numerous displays and demonstrations by product and service vendors, including Troxell Communications.

CONTENT AREA: ANY

GRADE LEVELS: ANY

Learning to compare and contrast requires high-level cognitive analysis. Comparing

and contrasting is a skill used in many different disciplines at all levels of education. Using an

 document camera can help students practice using different graphic organizers

collaboratively before being asked to use them independently.

MATERIALS

- Document camera

- Projector

- Whiteboard or large [...]]]> COMPARE AND CONTRAST   ————————————————————–

CONTENT AREA: ANY

GRADE LEVELS: ANY

Learning to compare and contrast requires high-level cognitive analysis. Comparing

and contrasting is a skill used in many different disciplines at all levels of education. Using an

 document camera can help students practice using different graphic organizers

collaboratively before being asked to use them independently.

MATERIALS

- Document camera

- Projector

- Whiteboard or large sheet of paper that students can write on

- A drawing of a graphic organizer used for comparing and contrasting, such as a Venn

diagram, double bubble map, or a T-chart

PROCEDURE

BEFORE

1. Decide the compare and contrast topic to assign students.

2. Prepare a drawing of the graphic organizer to be practiced, such as a Venn diagram.

DURING

3. Project the compare and contrast diagram using the  document camera.

4. Call students to the board to complete different areas of the compare and contrast

diagram.

5. Discuss notes as a class, changing and adding as necessary.

6. Have all students copy the collaboratively designed notes.

AFTER

7. After creating notes together as a class, assign an independent project such as an essay

that discusses the topic in depth.

8. Choose a different compare/contrast method of organization to demonstrate to

students each day for several days.

ADAPTATIONS

- Assign a compare and contrast topic and a method of organization. Allow students to

work collaboratively or independently to complete the notes. To review the topic and

check for accuracy, choose student products to project with a document

camera.

- Allow students to choose how they will organize notes for a graphic organizer. After

students have completed their notes, show the class different ideas by projecting

student samples using a document camera.

CONTENT AREA: ANY

GRADE LEVELS: ANY

Use a document camera to peer critique student work. This activity works

very well to show students the difference between low, average, and high quality work, and

to give students an idea of how their work will be assessed.

MATERIALS

- Document camera

- Projector

- Student work with names covered

Using document cameras [...]]]> PEER TO PEER     ———————————————————–

CONTENT AREA: ANY

GRADE LEVELS: ANY

Use a document camera to peer critique student work. This activity works

very well to show students the difference between low, average, and high quality work, and

to give students an idea of how their work will be assessed.

MATERIALS

- Document camera

- Projector

- Student work with names covered

Using document cameras in simple yet effective ways

PROCEDURE

BEFORE

1. Choose a collection of student work. Fold over or otherwise cover student names.

DURING

2. Use the document camera to project an image of student work.

3. Critique as a class, asking questions such as the following:

- Which parts have been completed well?

- What information is missing that was required?

- Which parts of the work could be improved?

- How would you grade this work?

4. Have students write constructive criticism for the work displayed.  Collect the

comments and attach them to the work when it is returned to the student.

AFTER

5. If student work produced for a project generally fell below expectations, have

students re-do the target activity after learning from the critiques of the class.

ADAPTATIONS

- Use a document camera to “publish” superior student work by displaying it for

the first few minutes of class.

CONTENT AREA: ANY

GRADE LEVELS: ANY

Bring the details of an item to be studied into vivid detail with a document camera. From showing the entire class the details of computer circuit boards or items on a microscope slide, to the details of a fossil, plant, or fingerprint, a document camera allows all [...]]]> UP CLOSE AND PERSONAL  ————————————————-

CONTENT AREA: ANY

GRADE LEVELS: ANY

Bring the details of an item to be studied into vivid detail with a document camera. From showing the entire class the details of computer circuit boards or items on a microscope slide, to the details of a fossil, plant, or fingerprint, a document camera allows all students to see target details clearly.

MATERIALS

- Document camera

- Projector

- Item to be studied, such as different types of rocks

PROCEDURE

BEFORE

1. Prepare the items to be studied.

DURING

2. Use a document camera to project an image of the item to be studied.

3. Discuss students’ observations as a class.

4. Direct students to take notes regarding distinguishing characteristics of the item(s) studied.

AFTER

5. Project the image of two or more different items using a document camera.

Have students compare and contrast either in note form or as a complete paragraph.

6. Create a quiz by placing the item(s) discussed under a document camera. Point

to different parts of the item or change items as applicable. Have students identify

each target item on their paper.

ADAPTATIONS

- You can also hook up your  document camera to a microscope, allowing all

students to see the item studied in great detail.

www.saynotocuts.com

Sign the Petition

CONTENT AREA: GEOGRAPHY

GRADE LEVELS: ANY

Being able to correctly label a map with key features is an essential skill in geography.

Using a document camera to project a large image allows students to collaboratively practice their recall of geographic places large enough for everyone to see.

Simple - Yet Effective

MATERIALS

- Document camera

- Projector

- Outline map [...]]]> MAP IT ——————————————

CONTENT AREA: GEOGRAPHY

GRADE LEVELS: ANY

Being able to correctly label a map with key features is an essential skill in geography.

Using a document camera to project a large image allows students to collaboratively practice their recall of geographic places large enough for everyone to see.

Simple - Yet Effective

MATERIALS

- Document camera

- Projector

- Outline map of target geographic area

- Whiteboard or large sheet of paper that students can write on

PROCEDURE

BEFORE

1. Prepare a paper with an outline map of the target geographic area.

DURING

2. Project the image of the outline map using the  document camera.

3. Call students to the projected image and direct each student to add another feature to

accurately to the map, i.e. continent, country, city, state, capitals, mountain ranges,

lakes, rivers, oceans, etc.

4. Discuss as a class, making corrections to student labels as necessary.

AFTER

5. Review with students by covering key features and names with removable sticky

notes. Lift the notes to reveal if students have given the right answers.

6. Create a quiz by covering target feature with removable sticky notes with numbers

written on them. Have students write their answers on their own paper and turn in.

ADAPTATIONS

- Instead of labeling with words, students can draw in geographic features, cultural

highlights, and landmarks onto the map. If students have drawn on a large sheet of

paper, the image can be saved and posted in the classroom.

- Using a document camera virtually eliminates the need to purchase costly

classroom maps that may quickly become outdated. Use a document camera to project

maps of any kind for students to use.

- As an icebreaker activity in a class of English Language Learners, have students pair

with a partner, interview each other about their culture, and add their partner’s name

to the correct location on a world map as they introduce their partner to the class.

And don’t forget the great Web 2.0 tools like Google Earth and Microsoft Worldwide Telescope, which augment the above process and are especially useful on interactive whiteboards (IWBs).

The tally:

NEW CAMPUSES (24 )

-19 teacher-district proposal

-4 Charters

-1 Mayor’s Partnership for Los Angeles Schools

 ____________________________________

EXISTING SCHOOLS (13)

-10 teacher-district proposal

-2 Mayor’s Partnership for Los Angeles Schools

-1 Youth Policy Institute

-0 other charters

____________________________________

1. There was an election, involving parents, students, community members, employees.

2. Superintendent Cortines made his recommendations

3. Board made final decision

____________________________________

Challenges for Charter Management Organizations:

Vernerable charter organizations, [...]]]> February 23 2010

The tally:

NEW CAMPUSES (24 )

-19 teacher-district proposal

-4 Charters

-1 Mayor’s Partnership for Los Angeles Schools

 ____________________________________

EXISTING SCHOOLS (13)

-10 teacher-district proposal

-2 Mayor’s Partnership for Los Angeles Schools

-1 Youth Policy Institute

-0 other charters

____________________________________

1. There was an election, involving parents, students, community members, employees.

2. Superintendent Cortines made his recommendations

3. Board made final decision

____________________________________

Challenges for Charter Management Organizations:

Vernerable charter organizations, Green Dot, ICEF, Alliance proposals not approved.

Charter parcel tax, and Proposition 39 issues remain. 

____________________________________

We wish the best to all!!  Innovation is afoot!

The Teacher’s Hour: Response to Instruction and Intervention

The first broadcast is tomorrow night, Wednesday, February 24, 2010, beginning at 7:00 p.m.

Tune in to your local KLCS station to view best practices happening all over LAUSD!

This Wednesday’s show features Cienega ES, Van Nuys MS, South Gate HS and how they are addressing students’ needs through [...]]]> ANNOUNCING the NEW KLCS SERIES!

The Teacher’s Hour: Response to Instruction and Intervention

The first broadcast is tomorrow night, Wednesday, February 24, 2010,
beginning at 7:00 p.m.

Tune in to your local KLCS station to view best practices happening all
over LAUSD!

This Wednesday’s show features Cienega ES, Van Nuys MS, South Gate HS
and how they are addressing students’ needs through a multi-tiered
framework of instruction.

During the show:

Call in to ask questions at: 1-800-527-8839 or 1-800-LA-STUDY
or
Submit your questions and/or comments at:
http://sites.google.com/site/lausdrti/

Won’t be near a TV? The show may also be viewed live by webstream at:
http://sites.google.com/site/lausdrti/

Mark your calendars for the next three The Teacher Hour shows:

       March 24, 2010, 7:00 p.m.  Topic:  Problem-Solving Process
       April 28, 2010, 7:00 p.m.  Topic:  Data-Based Decision Making
       May 26, 2010, 7:00 p.m. Topic:  Academic Engaged Time