Summer Reading: TICAL Cadre recommendations

Posted by Michael Simkins on July 1, 2018

Book open on beach with stones holding down pagesIt’s not easy for school administrators to find time to read a book, but if it’s ever going to happen, it’s during July. Here are fourteen recommendations from members of the TICAL Cadre!

Leading Minds: An anatomy of leadership by Howard Gardner

This book dissects the leadership approaches and skill sets of 11 amazing leaders such as Martin Luther King, Margaret Mead, Eleanor Roosevelt, and J. Robert Oppenheimer. I have not finished the book yet but so far so good as I jump around, focusing on the leaders who interest me the most. The minds of leaders and the people who follow them…a great read for outstanding leadership!

Creating Innovators: The Making of Young People Who Will Change the World by Tony Wagner

From a prominent educator, author, and founder of Harvard’s Change Leadership Group comes a provocative look at why innovation is today’s most essential real-world skill and what young people need from parents, teachers, and employers to become the innovators of America’s future.

Coherence: The Right Drivers in Action for Schools, Districts, and Systems by Michael Fullan and Joanne Quinn

Coherence is a book that demands action – it moves from the narrative of fixing one teacher at a time, to asking about the coherence of the system (be it school, national, or world issues). Fullan and Quinn create an important narrative about direction, working together, deepening learning, and securing accountability. The book sparkles with examples of coherence in action, it makes no excuses for employing the wrong levers of change.

When: The Scientific Secrets of Perfect Timing by Daniel Pink

Drawing on a rich trove of research from psychology, biology, and economics, Pink reveals how best to live, work, and succeed. How can we use the hidden patterns of the day to build the ideal schedule? Why do certain breaks dramatically improve student test scores? Pink distills cutting-edge research and data on timing and synthesizes them into a fascinating, readable narrative packed with irresistible stories and practical takeaways.

Learner-Centered Innovation: Spark Curiosity, Ignite Passion, and Unleash Genius by Katie Martin

A mix of research and personal anecdotes that is compelling and actionable. Appropriate for any educator, but particularly relevant for innovative leaders. “When we tell kids to complete an assignment, we get compliance. When we empower kids to explore and learn how to make an impact on the world, we inspire problem solvers and innovators.”

Into the Magic Shop: A Neurosurgeon’s Quest to Discover the Mysteries of the Brain and the Secrets of the Heart by James Doty, M.D.

This book is a fast easy read. The author makes the connection between the physiological body and the practice of meditation. The author also had a very traumatic childhood and his story reminds us of the power of the mind to overcome obstacles.

Notice & Note: Strategies for close reading by Kylene Beers and Robert E Probst

Need to nuture your inner teacher this summer? Notice and Note introduces 6 “signposts” that alert readers to significant moments in a work of literature and encourages them to read closely. This helps create attentive readers who look closely at a text, interpret it responsibly and rigorously, and reflect on what it means to them.

Big Potential: How Transforming the Pursuit of Success Raises Our Achievement, Happiness, and Well-Being by Shawn Achor

This book covers the recent research about how relationships and social connections are more important and influential to achieve happiness and well-being for you and those around you.

The Distracted Mind: Ancient Brains in a High-Tech World by Adam Gazzaley and Larry D. Rosen

Do you ever worry about they myriad ways we use technology without really thinking about what we’re doing and why—particularly when we’re using mobile devices? That’s what this book is about: thoughtful use.

Thank You for Being Late by Thomas Friedman

Friedman exposes the tectonic movements that are reshaping the world today and explains how to get the most out of them and cushion their worst impacts. You will never look at the world the same way again after you read this book: how you understand the news, the work you do, the education your kids need, the investments your employer has to make, and the moral and geopolitical choices our country has to navigate will all be refashioned by Friedman’s original analysis.

Greater Than Yourself: The ultimate lesson of true leadership by Steven Farber

Greater Than Yourself is a powerful and inspiring story that shows how the goal of a leader is to lift others higher than themselves. A great leader will encourage teammates, employees, and colleagues to become more capable, confident and accomplished than they are themselves.

Bobby Kennedy: A raging spirit by Chris Matthews

A revealing new portrait of Robert F. Kennedy that gets closer to the man than any book before. “A good read for folks about a time when courage, compassion and ideas is what we looked for in our leaders.”

The 4 Disciplines of Execution: Achieving Your Wildly Important Goals by Chris McChesney

This is a great read to help focus a team on common goals toward a common vision. What I like best is the simplistic recommendations about how to keep the important work at the forefront. I started using it this year to help hone work in large department meetings. This is our common read for next year.

Frenemies: The Epic Disruption of the Ad Business (and Everything Else) by Ken Auletta

“The Mad Men days are gone forever, replaced in large part by “quants” and algorithms. The challenge is how to sell products on mobile devices without harassing consumers, how to reach a younger generation accustomed to dodging ads, how to capture consumer attention in an age where choices proliferate and a mass audience is rare.” See any parallels to the challenges we have in education?”

Thank you to the following cadre members for sharing their personal recommendations:

Aaron Palm
Butch Owens
Devin Vodicka
Jack Jarvis
Janice Delagrammatikas
Jason Borgen
Lisa Marie Gonzales
Stephen Vaughn
Susan Brooks Young
Susan Gilley
Tim Landeck

View this TICAL Summer Reading List on Amazon.

 

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Books fall open, you fall in

Posted by Leslie Miller on April 28, 2016

The author's daughter shares a story on her iPad.Like many educators who are also mothers, I dreamed of reading to my children every night before bed.  I saw myself reading The Lion, the Witch and the Wardrobe, gently tucking them in, and watching them drift off to join Aslan in Narnia.  I managed to fulfill that dream when they were small and loved picture books.  Yet somewhere around the time my eldest wanted a more challenging reading experience than The Very Quiet Cricket, I realized nightly reading was a road block.  What with homework and nightly routines, I just couldn’t do it!

Smartphone apps

So, I turned to my smartphone.  I found two apps I really liked.  One was the for-pay site Audible.com which, like so many Amazon products, offers a wide range of books to choose from for adults and children.  The other site I chose was Overdrive.com which allowed us to connect through our local library card to a wealth of free audiobooks, e-books and movies.

I downloaded Beverly Cleary’s collection of Henry and Ribsy to my phone. One particularly hot afternoon in the car, when my brood was fighting and my internal temperature was starting to rise, I turned it on.  Magic happened!  They listened. In fact, when we got home, we sat in the driveway listening because they did not want the story to stop. They were like camels crossing the desert to an oasis.  They drank deeply.  I knew we were on the right track.

As research has taught us, listening to adult readers builds in a child the value of becoming a successful reader.  It allows children to learn how to read at a natural pace and grows the enjoyment of listening to spoken words of a story.  If we think of oral comprehension as the foundation of the development of reading and vocabulary, then it is easy to see how listening and reading comprehension are interlinked.

Matthew Effects

In the primary grades a student’s maximum level of reading comprehension is predicated on the child’s level of listening comprehension.  Students exposed to stories with increased vocabulary will inevitably have a greater depth of knowledge and more developed academic vocabulary.  Keith Stanovich has described the so-called “Matthew effects” in reading—the wider the variety of reading, the more cumulative the child’s vocabulary and early acquisition of reading skills become, while the child not exposed to the cognitive exercise of tiered vocabulary can have gaps in her schema and will likely become a poor reader.

The beauty of online stories is that no longer am I the gatekeeper of reading more complex text.  At any time, my daughters can pick up a tablet, pop on their headphones and listen to stories unfold. The tablet becomes more than a screen to watch a movie or play a game; it becomes a way to connect with the library. With the current additions to Overdrive.com, children can enjoy hearing the story read aloud while following the text on screen.  While reviewing one particular Star Wars story, I noted how the inclusion of John William’s theme music, the rich voice of the narrator and high interest text invited the reader to become enthusiastic for the story.   Our smart devices become living books that unlock the reader’s imagination.

“Books Fall Open

Books fall open,
you fall in,
delighted where,
you’ve never been.
Hear voices
not once heard before,
Reach world through world,
through door on door.
Find unexpected
keys to things,
locked up beyond
imaginings….
True books will venture,
Dare you out,
Whisper secrets,
Maybe shout,
across the gloom,
to you in need
Who hanker for
a book to read.”

David T.W. McCord

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Print books are still da bomb!

Posted by Lisa Marie Gonzales on June 16, 2015

With the expansion of technology and the social media world accessible to our youngest of generations, it’s no wonder Kindles, Nooks, and iBooks are growing in popularity. In our household, iPads have been the norm for years. But like the emerging trends of the 13–17 year olds in households and schools, our nine-year-old twins prefer…you guessed it…print books!

Girl on couch reading a book.

Recent statistics report that, despite being tech savvy, the 13-17 age group aren’t big e-book consumers. While 20% of teens report purchasing e-books, 25% of 30–44 year olds and 23% of 18–29 year olds buy digital copies.1 While younger readers are open to e-books as a format, the age group continues to express a preference for print that may seem to be at odds with their perceived level of digital savvy.

Are my twingles any different than their older counterparts? It’s doubtful. Several factors play a role in the preference of teens toward print publications, and they are similar to what my mini-me’s have in play.

First of all, their mother still prefers print, be it the traditional get-your-fingers-a-bit-dirty newspaper each morning, the paperback novel that welcomes a dog-ear, or the ability to share a book with a sibling, a friend, a parent. Or maybe it’s the giddy role model I provide when, traipsing around the country, I find a used bookstore full of treasures!

Secondly, the word of mouth power of print books or magazines is much greater than their electronic counterparts, as I recently witnessed with a group of little girls after a football tailgate party. “Oh, I loved that book,” exclaimed one of seven, when looking at a paperback copy of one of the recent Goddess Girls books strewn on a bedroom floor. “Me too!” exclaimed another. My twins watched, and I couldn’t help but ask, “Have you read one?” I would have been stunned if my dirty pant-kneed tomboys had said yes, as the others, clearly girlie girls, headed toward the makeup and music. Yet two days later, having picked up one copy at a used bookstore and coerced one of my daughters to read “just the first fifty pages,” the Little Blonde One admitted the rest were going on her list to Santa.

Finally, my daughters aren’t very visible on social media like Facebook, Twitter, YouTube, or blogs unless I’m closely supervising their use on my accounts. However, the teens out there benefit from the bandwagon effect that social media can create around reading resources, especially series. If an author can gather a following with just a couple of books, sales of more are soon to follow.

Guess a screen can’t replace everything.

_______________

1“Don’t Judge a Book by Its Cover: Tech-Savvy Teens Remain Fans of Print Books.” Newswire. Nielsen, 9 Dec. 2014. Web. 16 June 2015. <http://www.nielsen.com/us/en/insights/news/2014/dont-judge-a-book-by-its-cover-tech-savvy-teens-remain-fans-of-print-books.html>.

 

 

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OCR, Meet Common Core

Posted by Jack Jarvis on September 8, 2013

Smart phone scanning text for OCRAs we move into Common Core, a new emphasis is upon us in the form of text-related instruction. Thankfully, the days of teaching isolated skills are being replaced by deep examination of complex text.

You might think we would have the necessary techniques and strategies already ensconced in our teaching repertoires, but the uncomfortable truth is to the contrary. This is not surprising, considering the weighting of comprehension questions on the standardized tests that have driven all our instructional decisions during the last decade. While comprehension of what one reads would seem to be the only “standard” that counts when it comes to skills that get you through college or into the workplace, we now find many students who can score in the basic or even proficient levels in reading while missing half or more of the reading comprehension items on the test!  Ultimately, the deficiency shows up in middle school or high school, where the inability to really understand what you are decoding dooms many students to lag behind or drop out.

Are we on the same page?

In Common Core reading comprehension instruction, directing students towards examples of text in books on their individual desks isn’t satisfactory.  How can you ensure all students are looking at the same page, let alone the same paragraph you are teaching from? All a teacher really knows is the kids are looking down—and then probably at a smart phone!

The crucial need to be addressed will be finding a way for elementary and secondary schoolteachers to display rich examples of complex text on their presentation screens for all to see at once.     Where will this text come from? Some textbook publishers already allow copying and pasting of their text; Harcourt Science and Holt Social Studies are two examples. The Houghton-Mifflin Medallions eBooks do not allow that access.  And many great examples will be found in hard copy texts that are not online.

OCR to the rescue!

One solution that is, amazingly, little known in K-12 education is optical character recognition software (OCR). OCR takes a scanned picture of text and recognizes the characters as text, converting them to “regions” where the text can then be pasted into PowerPoint or other applications and manipulated, highlighted, et cetera.

To me, the best product for this task is Omni Page Pro, the industry standard since OCR was first developed. I have used Omni Page Pro extensively as both an administrator and teacher for ten years and am amazed at how few educators are even aware of this application.

There are other similar products, including Presto! OCR, which received the second highest marks in a recent review. Microsoft OneNote also has some ability to perform OCR, but in a limited fashion. When Omni Pro was virtually the only game in town it was expensive, but the price has come down by almost 75%. Now, there is not much price difference between it and competing products.

Understanding and mastering this technology will prove extremely valuable as applied to Common Core.  Yes, there are issues of copyright that are involved and one must be diligent and abide by local acceptable use policies.  But by being familiar with fair use and exercising care and good judgment, there are a lot of useful pieces of text in many hard copy books that would be great for Common Core instruction.  The chore is getting them up front and center, and OCR does the trick.

Learn more about OCR tools.

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What we don’t know will hurt us.

Posted by Jack Jarvis on January 3, 2011

hhos    i wasn’t rofl

Next time you read a 6th grader’s written assignment, don’t be surprised if you see unfamiliar acronyms popping up and a lack of proper grammar and basic punctuation.  The student may simply be stuck in “texting mode.”  Examples: hhos (Ha Ha only serious, as in “funny with an element of truth”) and rofl (rolling on the floor laughing).

We recently observed this incursion of text messaging shorthand into Standard English when students in our advanced computer group switched to the web-based version of their Holt Social Studies textbooks.  In reviewing  online assignments completed by these  students, I was shocked to see what appeared to be bone-headed errors in their written responses to social studies questions: first words of sentences lacking capitalization, ends of sentences missing periods, proper nouns without capitals.  Yet, these kids were proficient or above on last year’s CST.  What was going on?

The answer? These students are avid texters. They live to text. They don’t talk on the phone; they text. They don’t email; they text.  And the practice is now permeating their school writing—brb, culatr, omg, lol.  Not a capital to be found.  Abbreviations abound.  It would be safe to bet that time they spend texting and reading text messages surpasses the time they read and write in school.

We may be unwittingly aggravating the situation.  For awhile now, I’ve noticed teachers inadvertently limiting their students’ reading time by doing most of it for them.  At my site, we recently argued about how much reading a 6th grade teacher should do for the students.  In order to settle the argument, we asked those same proficient students what they thought. Their response? Yes, they can read the text themselves. Yes, the teacher “does it a lot,” said one student,  “and it takes a lot of time. ” “They should let us do it,” her classmate added.

We discovered another interesting fact in working with this bright group. When the students created PowerPoint presentations to summarize what they’d read in their online textbook, the same errors did not exist.  I asked a group of four students to explain.  Their reply? “We may have to present this to other kids and they’ll think we’re dumb.” Aha! A ray of hope.

The staff and I  certainly learned some useful lessons:

  • These kids actually want to read more on their own.
  • They text more than they read or write in school.
  • They sometimes slip into texting habits, but they’ll use better English when they know their work may be seen by a wider audience.

But perhaps the most important lesson we learned was the value of talking to them about their own learning more frequently.   As educators, what we don’t know about our students will hurt us!

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