Look. Over There. Is that Bigfoot?

After going through a period of extreme crankiness about the flood of uninteresting education-related articles I receive via various lists daily (a topic for another post perhaps), I came across this article describing a teacher, Shane Donovan, who is having his students work in a self-directed fashion.

The article's title comes from a comparison that this type of learning and teaching is as rare as a sighting of Big Foot.

I added a comment, which I repeat here:

I really appreciated this article. As a middle school Science teacher, I developed a self-directed curriculum for an 8th grade Biology course, and delivered it over two years. It was an amazing experience, watching the students learn to work independently, and then going so far beyond what would have normally happened (in terms of depth of understanding) in a typical classroom.

What do you think? Have you seen Big Foot where you are?

Jörn Loviscach: The Story Of A German Math Teaching Sensation

Jörn Loviscach: The Story Of A German Math Teaching Sensation:

I was really, really intrigued by this article and this teacher.
At the very least, it is really, really nice to see a model to this type of learning (and the learning seems deep indeed), that goes beyond the Kahn Academy.

Hope Springs?

Call me crazy, but this article from MindShift got me feeling hopeful about what could be possible.
Could teachers actually matter?
What do you think?

A Love Note to CK12.org

Recently, I was asked by some of my district administrators to review an online textbook being delivered by Discovery Education. It is called the TechBook, and features interactive elements. I am sure it is fine, but I wanted to repost what I shared with my colleagues about another resource, called CK12.org.

The site offers a large range of features:

1. The books are available in a wide variety of subject and grade levels, and all are free.

2. The books can be viewed online. The online versions have embedded videos in them. Here is an example of a chapter section on Common Parts of the Cell (forgive me, I am a Life Science guy).

Note that online readers can highlight sections of the textbook, as well as take notes.

3. The books can be downloaded (for free) in various formats: pdfs, ePubs (for Apple and Android devices) and mobi (for Kindle devices).

Notice that the chapters (and book as a whole) can be shared just like everything else on the web.

4. The books can be edited by teachers. So, if you want to include or exclude certain content, exercises, diagrams, review questions, etc., you can do that. If you want to gather various chapters from a set of books into one new one, you can do that as well.

Here is a screenshot of the FlexBook system, which allows for this type of editing.

5. Braingenie. Braingenie is a tool that allows students to work through a set of content on their own, by watching teacher prepared videos and then taking skills quizzes. Teachers have access to reports on their students' progress. This is also free. Braingenie is also separate from the use of the digital textbooks.

Here is a screenshot of Braingenie.

6. Multi-modalities. CK12.org also offers (for teachers) a set of muti-modal tools (flash cards, activities, readings, etc.) on a variety of topics. Here is an example of the set of these tools for the topic, "Characteristics of Life."

7. Did I mention, these high quality materials are all available for free?


I have been using these textbooks peripherally for about three years, and this year I have been using their Middle School Life Science textbook, which correlates nicely with the Living Environment. The students have found the book really helpful and clear. They also really enjoy the portability of the various formats.

I have also been experimenting with Braingenie. Some kids love it, some less so, but this has had to do with learning styles more than anything else.