Mike and I do the same project to start the year.  It is called, "What was 7th grade like?"  This project is based on kids learning a few skills: Interviewing, researching, creating essential questions, storytelling and building a documentary.    In essence, they become historians.  Over the years, I have collect about 750 of these documentaries and this is the first one a parent has given written permission to post.  I hope you enjoy it and I am sure this 13 year old would love to read your comment of her work.  

Pay close attention to the very end.  The last minute or so is very impressive.  

I read Harry Wong's First Days of School years ago.  I bought in to his ideas on teaching rules and procedures for the first days of school.  However, doing that on the first day of school made me just like everyone else.  That is not me, I am not everyone else. 

I stand at the door and greet my students.  At the door, I hand them a card to find their seat.  Random and quick.  Once they sit down, we get started.  My first day is packed.  I start with a Think-pair-share.  What is History?  How do we study History? 

The answers are the same.  We read the textbook, work on vocabulary, fill in some worksheets and then take a test.  This varies every once in a while, but for the majority of kids that is the study of history--and why most dislike it.  I then explain this class will be a little different, as I had out a white or yellow chalk and a black 8 x 11 colored paper.  I then explain to them to draw what they see on the overhead and flip it on.  The image is a massive blurr.  They freak out, for a second, but I calm them down  and tell them to keep drawing.  Over 20 minutes or so, I slowly focus the image, BUT never make it clear. During this time I have them move around the room and "See the blurr" from different angles (glare changes and the distance impacts the image).  Kids are moving and guessing, making noise and "wondering". 

I then ask them to talk about how this activity is like (Metaphor for) the study of history.  They say some cool things:
-"I felt like I did when I open the book to read... I had no idea what I was drawing"
-"How can I be successful when I don't know what I am drawing"
-"We have to dig deeper"
-"See each topic from a different perspective"
-"Think about our farm of reference" (I explain this idea at in the first discussion)

Then I ask them to write a short paragraph  on the following question:  What did you learn today?

This is some of what they wrote:
"I learned that if something you see is blurry, try to learn more than what you know about the topic and soon you'll see want your looking at more clearly.  What I want out of this class is being able to see things differently than I usually so.  I want to be able to see the world in a whole new perspective and I think that history is the best way to do that."
"That history can be interpreted multiple ways by historians like a blurry picture, so we will be figuring things out this year...."
" I learned that not everybody sees everything the same way.  This year in history will be different because I'll try to understand more and look at things from different angles.  I'll try to actually think about it and not just learn facts."
"...I need to dig deeper and find out some background on the topics you are learning to "see it". "
"I learned that when you study history, you really have to sink your teeth into it.  You have to look at history in a whole new and different way from everything else..."
"I learned about perspective, that you must let go of your wrong answers and let the real answer become clear as you learn."
"I learned that studying history this year will not be like other social studies classes.  It will be more interesting and creative.  I want to enjoy social studies more and really remember what I have learned.  I think I will."

I could go on these are all from first period, I teach six periods.  But I leave you with this one from six period:

"I learned that studying history will not be easy.  You have to know all the facts before you can see the big picture.  I want to learn history in a more fun way than reading a textbook.  I think some skills I need are being patient until I know the  information.  I also need to not give up when I am frustrated about not being able to remember or see it all.  It takes time, you even said you don't see a clear picture."

Students leave my room excited, not bored.  They are engaged from day one and that carries over for the several days of rules and procedures, but they have "bought" in to my class and as the saying goes, the rest is history. 

Stay tune to see what happens next.  Garth
 

BLC11 is over.  It was a great experience to hear such exciting keynotes and reflection on good teaching with outstanding teachers from all over the world.  Mike and I truly enjoyed our time in Boston and hope you get to attend BLC12 next year in Boston. 

One of my best experiences was meeting Amy Burvall.  She came to our presentation about the online book.  After our presentation, I got a twitter message from Amy Burvall...She is the lyricist, singer and dancer of the HistoryTeachers Channel on Youtube.  Below is my favorite music video she has done.  It was played over and over again during class...in fact, a few teachers would come in and dance.  Her songs will get you and your class dancing.

Mike and I spoke a great deal with her about how her work has inspired our students to create their own music history videos.  I plan to send her a few examples later.  It was a great pleasure to meet this special teacher who is influencing millions of students around the world.  She should get an award.

Check out her work at the links below--Also check out her TED Talk later in the fall.  She is airing a new music video live on TED.

Here are her links:
YouTube: http://www.youtube.com/user/historyteachers
Facebook: https://www.facebook.com/historyteacherz
Tweet @historyteacherz
email historyteachersbh@gmail.com

My first blog on her work was April 6, 2011: History class with rhythm.
Below Amy's Video are a few pictures from Boston and BLC11

Let TFT and HistoryTeacherz know your thoughts on this outstanding work.

In the podcast below Garth and I discuss a few of the things that surprised us this year.  3 major topics discussed was the success of using role playing in the Middle Ages WebQuest, The discussion of positive digital footprints throughout the school year and the passage of Senate Bill 5.

During the Middle Ages WebQuest we gave students a social class from the Middle Ages and then allowed students to create the story of their character.  The students used their characters to gain empathy about life in the Middle Ages.  Students followed their characters through the Middle Ages and into the Renaissance and Reformation.  Students responded on end-of-the-year surveys that they enjoyed having a character to follow through the story of world history.  Garth and I plan on expanding this idea and allowing students to learn the story of history through the eyes of a character throughout the entire school year.

Garth tells a story about a students who gets a FaceBook account and takes criticism from his classmates for using complete sentences and proper grammar.  When asked why he was being so conscientious about what he posted, he said "I want to leave a positive digital footprint".  It's great to know that students are taking away such important concepts from our class.  Here is a students that not only wants to leave a positive digital footprint, but stands up to his friends when they question why he cares so much.

As for SB5, Garth and I were pleased to see so many people stand in support of teachers and really question the motives/effects of such a sweeping change; getting rid of collective bargaining.  Below are a few links to information about SB5

SB5 via the State of Ohio Legislature
OEA Senate Bill 5 Central

Our online textbook, created by middle school students over the last four years, has been twitted by Ashton Kutcher, Alan November and many others.  Our students created the following youtube to place on the homepage of the online textbook found at dgh.Wikispaces.com. 

The basic idea three seventh graders came up with, is that no one person writes the book, so no one person should completely answer a question. They interviewed Mike and I and five students and then took the two hours of interviews and made a 2 minutes introduction for the online book.    I was a little unsure of the idea until I saw the final product.  They got to the main idea of the book...we are all better off when we work together to produce the content.   We are very proud of the kids who did this as a  final project for their seventh grade year: they left a positive digital footprint and legacy.  They would love to see your comments on the video and online textbook. 

I have been teaching at the University for six year now.  I guess I have taught over 500 students some ways to integrate technology into the classroom.  I really enjoy the time at the university.  It is so different from the middle school world, but many of the same general issues: following directions, time on task, giving everyone a voice, etc....  This term, during the first class, I had them write their thoughts, ideas and feeling about taking this course.  Then for a final I had them read that first reflection and write a final reflection blog on how their thoughts, ideas and feelings had changed.  Read for yourself their words:

From Keri: http://mrsklr.weebly.com/blog.html
This course has been very educational for me.  I have always struggled with technology and how to implement it correctly into the classroom.  I remember on the first day of class, hearing that this class is hands on and used the constructionist approach to teaching.  Throughout the semester, I felt frustrated and confused when it came to putting together an assignment for working on my blog.  When I sat down to work on my final piece (Wiki lesson plan) I was amazed at all I had learned.  Other times, with technology, I would learn a concept and after leaving class, it would be lost.  It has been many weeks since I have learned how to complete some of these technological tasks (skype, google docs, voki, delicious, create links on a document) and as I worked to create my Wiki lesson plan, I remembered everything.  This was quite a learning experience for me.  I not only learned technology, but learned the strength of teaching using the constructionist approach.  Technology is everywhere in our society.  It is changing at a rate faster than anyone could imagine.  I watch my two and four year old boys as they manipulate a mouse, search through my cell phone, and play video games on WII with ease.  I am amazed to see how at such  young age, kids are in full understanding of how technology works and how to manipulate it.  Taking this class has shapes a future, for me, with the use of technology.  I had some trouble with skype but feel with a bit of practice, I could gain an understanding of how it works.  I really enjoyed creating a Wiki lesson plan and intend on incorporating this into my future teaching experiences.  I learned a great deal.


I have created my final reflection is this format as a reference for myself and others if they forget or loose focus on how to use some of the things we have learned in class. I have also designed it this way so that I do not forget how I have planned to, or already use some of these technologies in the classroom. I have taken more from this class than any other I have taken at any university whether it be graduate school or undergraduate. I have learned that the uphill battle is not going to be understanding the technology but transferring it from understanding to implementing in the classroom. I have learned that technology is the future of our learners and if we do not teach it to them or provide them with the opportunity and the tools they are not getting what they deserve out of their free and appropriate education. I feel as though educators loose tract of that due to the overwhelming responsibility educators face today. That is why I set up this final blog in this format. I do not want to loose tract of what is really important. And if it does happen I have my own website to refer to as a reference to the possibilities of implementing amazing technologies in my classroom.   Lindsay   http://is.gd/8Ra0mr

Or this:  This class was not nearly as bad as I had first thought it was going to be, and it actually turned out to be the most useful class I took this semester.  This class changed the way I looked at how I will and should teach.  I had my mind set that I was going to just plow through the books, teach a little grammar, have the kids write a couple papers, and then coach wrestling.  I found that I can actually make class interesting to many different students with just a little more effort.  The things that we learned how to utilize are so easy, free, and simple.  It really would be a shame if after taking this class I didn't take something and incorporate it into my lessons....

Or this: I remember when I first registered for this class, I had no idea what to expect and was not looking forward to class on saturday morning.  Who would have thought this class would turn out to be my favorite and that I would actually enjoy getting up saturday morning to go to class.  I really think the constructivist teaching environment motivated me to learn and to apply what I learned.  I now understand how children learn better when technology is used in the classroom.  Instead of limiting children to a textbook, they now have the high tech world at their fingertips and that opens up a whole new dimension of thinking and new possibilities about their future....

Or a total Jing Presentation:  http://screencast.com/t/Qg9iESmqZLh9

Or the one I read several times, just says it all....

When I first start this course I thought, "Oh great another technology course, seriously, I know how to use Microsoft office, surf the net, use e-mail and I know copyright laws."  (Not sure why copyright is always lumped into technology but Akron always does!)  The only beacon of light for me seemed to be that we were in a computer lab so I could play my Cityville while listening to the same ole same ole.  Than class started and I soon realized that this was not the traditional Akron boring tech for teachers course.  When Mr. Holman went over what we would be learning for the year I actually only had heard/used about three of the many things he named.  At that point I started to panic; I started to resist.  I thought, "I'm a math teacher these don't apply.  I don't want technology in my classroom, I want my students to use their brains.  Real schools don't have these resources they cost too much!"
     This may seem a bit ridiculous but, its nothing new to me.  I am a creature of habit.  I hate change and anything new.  I order the same thing when I eat out, shop in the same pattern at stores (hey, there is a way to walk through stores so you don't miss any sale items!) I drive the same way to work every day.  I make lists of everything to do, I even make lists of making lists....well you get the idea!  I don't handle change very well; it makes me nervous, I sweat, I shake, I have difficulty breathing -I know I know I have issues but my point is I was not going to be able to handle this class with this crazy "new age" unrealistic teacher!
     Than we started and man was I right!  I didn't understand anything!  I was so frustrated that I wanted to cry.  It was about three lessons in when I though THAT"S IT!  This guy is a jerk and I am going to drop the course.  I let out a primal scream that made my son run into the office and ask what happened.  When I explained that I couldn't do something on the computer he leaned over and said did you do this and clicked a few keys.  It magically fixed it. (Hey to me it was like magic.)  I started laughing, a crazy insane hysterical laugh.  A laugh that came from frustration followed by an ironic realization.  He was looking a bit worried at this reaction said, "Mom, you okay?"
     I put my arm around him, reassured him and really looked at him.  It was in this moment that I realized many things.  1. That my seven year old knew more about technology that I did at thirty-two years of age. 2. That his generation is always going to be ahead of mine in understanding technology so how are we going to teach it to them. 3. That I have become my parents (well sort of; at least now I know how they feel a lot of the time.) 4. That it is for the students that I have to give up my insane clutching to the past so I can give them the best future possible.  It is what I want my son's teachers to do so how can I ask any less of myself.  And, that's when it happened.  I started learning and realizing how I could apply many of the different things from the class.....

Powerful stuff...What can we learn from these reflections?

Cheer, Garth

Mike and I finished the middle age webquest a few weeks back.  Today we Skyped and talked about the success, weakness and how we will change this for next year.  We talked about the webquest a few months back before we started it, click here for that post and podcast.

So today's discussion was really about how much the kids enjoyed and engaged in curriculum through this webquest.  In total, students put in about 12 weeks worth of work on their journals, blogs, questions/answers, Voki's, Xtranormals, etc.  I have to admit by the end I was growing a bit bored with the Webquest, but students were still engaged.  Both Garth and I agree that the amount of writing and reflecting students did far exceeded anything up to this point this year.  Students enjoyed the independence and creative freedom of the WebQuest. 

Some of the things we are looking at editing for next year are the quizzes, some of the Quests themselves and the format of the entire WebQuest.  This year the entire WebQuest was hosted on a single web page.  We think that this got a bit confusing and clustered.  Next year each Quest will have its own page.  This will also allow us to put the essential questions, Computer-side chats and any videos we may have at the top of the Quest.  Students will be required to listen to the Computer-side chats and answer a few reflection questions before moving on to complete the Quest.

We are also planning on consolidating some of the Quests; combining similar elements and revising our quizzes.  As Garth and I were grading quizzes we noticed that the students whom were struggling (remember they had to re-take the quizzes for mastery before they could move on) had some great short answer responses and their journal/blogs showed great insight.  The reason, as we see it, is that we have them doing this great WebQuest where they are using higher-level thinking skills to master information and then show how that information would effect the life of their fictional feudal person; while the quizzes were multiple choice.  The assessment did not fit the project.  The quizzes were really just their to "prove" through data that students were learning.  Next year few, if any, multiple choice and a few short-answer questions.

As we have moved onto the Renaissance and the Reformation, some of Garth's students commented that they would have loved to follow their feudal person into these new time periods.  We are thinking about giving each student a "past-self" to follow throughout the entire course.  Garth and I want students to really gain an empathetic understanding of the story of history.  We want the students to create their past-self's history and thus explain the journey of us.  Big goals, but totally attainable and this new focus have Garth and myself determined to implement some ground-breaking projects for next year.

As always, any comments or ideas please do not hesitate to leave us a comment.

-Mike

I have been using a youtube channel for at least four months and realized I never posted it on the blog.  In fact I tagged it in delicious Dec of 2010.   It is now it's own youtube channel: historyteachers.  They have 52 videos on topics ranging from early world history (The Trojan War ("Tainted Love" by Soft Cell), but seem to focus on the late middle ages and Renaissance period of Europe.  They have a few key outside topics, like Mansa Musa ("I'll Tumble 4 Ya" by Culture Club) or Chinese Dynasties ("Vogue" by Madonna)   .  Below is my students favorite one so far: Black Death ("Hollaback Girl" by Gwen Stefani).  Let me know what ones you use and how your students like them.  Have fun....they will have you singing.  Garth

Six students came to the conference on March 18, 2011 and they did what we as teachers always do.  They documented the day.  The following three you-tubes were made at the conference.  They had five hours to build these video's from 12 hours of film footage.  Mike and I are very proud of their the work they did and the engagement of the 400 teachers from North East Ohio. 

Mike and I worked on a Middle Ages webquest for several weeks via google docs, skype and our classroom blog.  We talked about the webquest for a month or more, but when it got to building it we finished it up in a little over a week. 

The webquest is based on a constructionist approach to teaching and learning.  We created podcast lectures, links and guiding questions, but allowed students to explore and play while working.  Each student then created blogs to describe the life they "are living" as a person during the middle ages.  The following are examples of their reflections and growth. 

A "Knight" on his "Castle" being attacked: his real age 12.

I was woken up at dawn by my squire.  He told me that the king had ordered all of his knights to report to his castle.  I packed up my things, suited up, and me and my squire were off.  We left at midmorning and reached there by evening.  The king had ordered a meeting with all of his top officials and knights.
"Welcome my loyal servants.  You may be wondering why I have ordered you to come here.  Recently, my guards have caught a spy from our neighboring kingdom.  After putting the spy through rat torture-" a few despicable men snickered here, "we have found out that they are planning an attack on us within the next three days.  Now we must prepare ourselves for war."
The next two days, I was ordering around soldiers and preparing for battle.  The weapons were sharpened, the greek fire prepared, and the water was boiled.  Finally, they came.
It was midmorning when they arrived.  My squire quickly dressed me in armor, and we went to the king.  He ordered each of the knights to a different part of the castle.  I was on the northern wing, the side that would be attacked first.  I was in charge of the archers.
I saw the enemies marching forward.  The trebuchets loomed in the distance.  Our men stood tense.
As the soldiers marched closer to us, the king and his advisors rode out to meet the enemy king. After a half an hour or so, they rode back.  The red flag was raised, meaning we were still going to fight.
The attacking generals rode in front of their men.  All of a sudden, they turned and charged.  I saw one of my men flinch.
"Hold steady, men!" I yelled.
"Hold," I screamed as they got closer.  One of my men accidentally loosed an arrow.
"FFFIIIRRRREEEEEE!!!!"  The arrows blackened out the sky.  The oncoming men fell by the hundreds.
To counter, the enemies unleashed a deadly array of fiery stone.  The stones pounded our walls, but they held fast.
"FFFIIIRRRREEEEE!!!!" I yelled once more. The next series of arrows was unleashed.
The enemies had now begun to climb up their ladders.
"GRAB YOUR WEAPONS!".  All the men took out their swords and spears.  As the men came up, we chopped them down.  Some of the ladders were covered in Greek fire. We pushed down the remaining ladders after that.
Next came the siege towers.  My men were pegged down from behind protective walls.  Finally, we were able to take them out.
I look at the trebuchets.  One of them fired.  I watched the stone sail through the air.  It hit a large hole where an arrow slit had been before.  I watched in horror as the wall crumpled. 
The oncoming soldiers cheered, sensing victory was near.  Then I had a brilliant idea.
I led my remaining men to one of the tunnels.
I yelled, "Protect the king!"
My men and I ran into the tunnel.  We took a secret passage that led to a tower.  The enemies thought that the king was there, and had kept going down the tunnel.
I listened to their screams as they were burned by the Greek fire thrown down by the men up top.  They were trapped in a fake passage.  Then my men and I came out and finished them off.
After the battle was finished, I was personally thanked by the king.  Then I went back to my nice manor, and rested.

On the Crusade: another Knight heads off,
I rode into the king's palace.  I was immediately greeted by two servants, who washed and dressed me.  Next, I was led to the king's quarters, where he had called a meeting of all of his knights and nobles.
  "My loyal servants, I fear that another war is upon us.  Our new pope, Pope Gregory VIII, has begun a new crusade, and has asked for our allegiance.  Seeing as how we are all children of God, we have no choice, but to join the Third Crusade."
  All of the knights and nobles jumped up and started shouting at the same time.  An uproar went up.
  "Silence!" yelled the king.  "Being my loyal subjects, you all have no choice but to join me on this crusade."
  That quieted all the squabbling men.
  "What if we refuse to go," one man yelled.
 "Then your head shall be chopped off, and you will set an example to any others who dare disobey me."

  I rode back to my manor as fast as I could.  I had a week to gather all my forces, and meet the rest of the army at the capital.  For the next week, I gathered my armies.  Every man strong enough was put in the army.  Only the women and children were left.
  We rode down to the shore, where we boarded the ships and sailed off.  There were rumors that King Richard, a good and well respected king, was leading the crusades.  This raised the morale of some, but by the end of the voyage, morale was rock bottom.
  The voyage was treacherous.  Men were dying, throwing themselves overboard, starving, and killing each other.  At one point, we even had to drink the blood of our horses, who were dying every day.  By the time we reached the Holy Lands, almost half of the men were dead.  
  There we joined with the rest of our forces.
  For the next several weeks, we slowly forced our way towards Jerusalem.  After capturing the city of Acre, King Richard decided to go south to the city of Jaffa.
                                                                             *             *              *
  The scouts sprinted as fast as they could.  I saw them run by, heading straight for the king's tent. Within five minutes, the alarm was sounded, meaning we were about to do battle.  We all rushed to get suited.  Nobody knew what was happening, and some were panicking.  I saw one praying, and another just staring at the cross around his neck.
  After getting suited, I ran over to the king's tent.  I rushed in.
  "What's going on?" I asked.
  "Saladin is just over the horizon.  We must prepare for battle."
  As I walked out, I saw a knight in shining armor not 50 meters away.  Immediately, I knew that was King Richard.  He had a group of twenty other knights guarding him.  King Richard was supposedly a ferocious warrior, and a brilliant military leader.  This was the first time I had actually seen him.  He seemed to cast off some sort of aura.  All of a sudden I was filled with strength and courage.
                                                                            *             *             *
  I looked out across the large field.  Not 150 meters away stood the Muslim armies, my hated enemies.  Behind, hidden behing the walls of Arsuf were all of the archers, waiting to shoot us down.
  I saw King Richard ride out to greet Saladin.  After five or so minutes, they each rode back to their armies.  I tried to steady my heartbeat.  I took a deep breath.  My horse neighed softly underneath me.  I tried to calm it down.
  The flag was raised, the signal given, and all the knights began slowly walking towards the enemies.  The rest of the men walked behind us for protection.
  "Hold your formation!  Steady, steady," someone yelled.
  We began to gallop, slowly getting faster and faster.
  "CHARGE!!!"
  We sprinted towards the enemy.  They loosed their arrows and raised their spears.  A few men fell, but most were unharmed.  We slammed into the enemy.  I was jolted out of my seat, and thrown into the enemy.  One of the men had stabbed my horse.
  I was so enraged that I took out my sword and began picking off everyone around me.  I took them all out, the men that had killed my horse.  I was in such a rage.
  I ran over to my horse, who neighed softly at the site of me.  A long spear pierced its breast.
  I barely dodged the sword.  I kicked the legs out from under the enemy, and then finished him off.
  It was a long and hard battle, but because King Richard was able to maintain our formation, we were able to defeat Saladin.  The final blow was struck by the Hospitallers, who took the right flank, while the Templars took the left.
                                                                  *            *             *
  We continued to battle toward Jerusalem, but alas, we failed to capture it.  King Richard and Saladin signed a treaty that would allow Christian pilgrims to enter the city, but it would stay under Muslim rule.
  The voyage home was possibly more treacherous then the one going to the Holy Lands.  
  But I was still happy, because I was finally going home.

Or this Voki from the Crusades...She also wrote a long blog about the trip.