| GingerLewman | We're creating highly educated useless people with our current system. Ted McCain won't tell kids what they don't ask him about. |
| GingerLewman | Ted McCain is Jukes' in-the-classroom partner. Like I am for KevinHoneycutt. |
| GingerLewman | "Teaching for Tomorrow" Jukes/McCain book. Dallas is building 14 schools based on this model. |
| GingerLewman | The book is 80 pages, and written in ENGLISH. Understandable. |
| GingerLewman | Kids can (4D's) Define the problem, Design some solutions, Do it. Vision-Into-Practice (VIP), Debrief. Essentials to thinking process. |
| GingerLewman | Process based learning is like trying to learn to ride a bike. Learn it, go away from it, then relearn in unconscious, internalised process. |
| GingerLewman | Headware vs Hardware. Hardware changes, Headware (skills) never change. |
| GingerLewman | *so glad I'm blogging this--even for myself* |
| GingerLewman | says | he may go a few minutes overtime today. We all say *aaawwweee* |
| GingerLewman | Switching gears: Change and Kids: |
| GingerLewman | Jukes' telling sthe story about taking step-son Nils to Slayer. LOL! Shows guy with FULLY tattooed/pierced face. |
| GingerLewman | talking about how he ended up in the Mosh pit. And realized that he had a brief glimpse into a world that he really didn't know. |
| KarinB | says | I'm back, glad I bookmarked the RSS feed....will catch up later, thanks for liveblog! |
| GingerLewman | Evidence is quickly mounting that because of the pervasivness of tech, kids brains are quickly adapted to accommodate to the tech |
| GingerLewman | and the experiences that come with them. *Screenagers* They know that screens are interactive environments. |
| GingerLewman | (digital "native" talk) will hold off my own opinions... |
| GingerLewman | beil--thanks for the feedback. |
| GingerLewman | He's talking as Digital as First Language. (makes me wonder if older folks need DSL services--digital as a second language services. |
| GingerLewman | Oh--he just said that. Nice. |
| GingerLewman | We use neural pathways to make connections of learning. In the past 3 years, almost all of those long-standing assumptions of brain research |
| GingerLewman | have proven to be wrong. |
| GingerLewman | Brain is highly malleable and adaptable. We DO NOT have fixed # of brain cells. Brain is constantly reorganizing itself. |
| GingerLewman | Based on experiences and duration and intensity of those experiences. |
| GingerLewman | We can actually re-grow neurons. The intelligence we are born with isn't fixed. (good news for education and even stroke victims) |
| GingerLewman | Neuroplasticity. The brain is plastic. creating new thinking patterns throughout our lives. |
| GingerLewman | basically you *can* teach an old dog new tricks. |
| GingerLewman | proven, scientifically. |
| GingerLewman | Again, "Brain Rules" by John Medina. Comes with DVD and 12 specific researched brain rules. Myths of multitasking. |
| GingerLewman | Must re-inforce information within 2 hours. Critical wall of sleep. Brain is incredibly active and formulating/organizing during the nite. |
| GingerLewman | If you hear a piece of info, and 3 days later, you're asked to recall it, you get 10%. iF you include pic, you get 65% back. |
| GingerLewman | "Everything Bad is Good for You." Steven Johnson Digital devices have become extensions of themselves. Come to class with different habits. |
| GingerLewman | Gaming is NOT for slackers. Mentally enriching. Finetuning perceptions. Exercises for the mind like mvmt for the body. |
| GingerLewman | These skills are NOT vlaued or tested by traditional assessments. |
| GingerLewman | Talking Dan Pink--whole new mind. (I'm thinking about Gary Stager and Clay Burell right about now!) |
| gsellart | says | where are you following this? |
| GingerLewman | right brain (creative brain) has as much value as the Left/Linear brain. |
| GingerLewman | Caveat: brain does not go neuroplastic on its own. Needs to have intensive, sustained stimulation and focus over a period of time . |
| GingerLewman | several hours a day, 7 days a week. |
| GingerLewman | TV for extended periods of time will re-program the brain too. |
| GingerLewman | Talking MMORPG. (multiple online role playing games) This has been going on several hours a day, every day for YEARS. Kids r re-programmed. |
| milobo | says | I'm putting together my Amazon reading list as you're talking titles - some I have, some I don't - we need to start a book discussion plurk! |
| GingerLewman | thinks | that plurk is *terrific* for book discussion. |
| GingerLewman | Jukes: Reality reality is much better than virtual reality. |
| GingerLewman | Parents today spend 40% less time with their kids than they did even 10 years ago! |
| GingerLewman | Human Brain Project: International consortium for Brain Mapping (neuroinformatics) |
| milobo | says | of that time, I'd wonder how much is spent in active interaction and how much in passive pursuits (watching TV together)? |
| GingerLewman | fMRIs: using functional Magnetic Re Imaging |
| GingerLewman | Jukes said that most of that time is spent watching TV |
| GingerLewman | New Imaging technique: the Brainbow. Like we color code house wiring--they're color coding thought paths. showing color pic of hippocampus. |
| GingerLewman | We can soon trace precisely where the blocks occur. |
| GingerLewman | Scientific American article: The Teen Brain--showing scans of people doing specifc tasks. If you were to take FMRIs from 2 generations back |
| GingerLewman | you'd see typically that older gen uses different paths to synthesize same info to same end. |
| GingerLewman | Kidshave measurable different neural path ways to process same information. (through the visual cortex) |
| GingerLewman | averge video game takes 40 hours to master. Visual processing skills dramatically increase with 10 hours of game play, reshaping the brain. |
| GingerLewman | Digital natives can recall 90% of content with images. Middle Age gets <65%, and 80ish year olds recall <10%. |
| GingerLewman | Eye processes vision 60,000x faster than looking at text. We read the shape of the world. |
| GingerLewman | 30% of brain cortex is visual |
| GingerLewman | 8% is touch |
| GingerLewman | 3% is hearing |
| GingerLewman | Digital natives read in the "F" pattern. Found at Kent State University. |
| GingerLewman | (the research is found there). UNLESS you put awesome image in lower right hand side of page, kids' eyes wont look there! |
| GingerLewman | WOW! |
| GingerLewman | Adults like to read black text on white background. Depending on background. Kids love blood red, pink, neon green. In that order. |
| GingerLewman | they IGNORE black on white background. BAH! |
| GingerLewman | 87% of tests are based on momorization of text. Is citing Prensky's stats on what kids see by age 18. |
| GingerLewman | because the kids look essentially the same as we did, it's so hard to see that they act differently, view things differently, ARE different. |
| GingerLewman | If *we're* still teaching kids the same way, knowing they're different, WHO HAS THE LEARNING PROBLEM? (this one gave me teary eyes) |
| GingerLewman | Digital learners prefer rec info quicly from mult multimedia sources. |
| milobo | says | wow - powerful stuff! and I wonder about the research on digital natives reading strategies - does that hold true for text on a computer? |
| GingerLewman | that *is* what they're talking about. Read Wired Mag. They have odd looking things. For a reason. It's not meant for "immigrants." |
| GingerLewman | digital learners prefer pictures sound, video, over text. |
| GingerLewman | picture is worth 1000 words. immigrants prefer the 1000 words. |
| GingerLewman | please note when I say immigrants, i'm ALWAYS meaning digital immigrants. |
| GingerLewman | Digital learners prefer random and hypertext. Immigrants prefer linear, left to right path of thought. |
| GingerLewman | (thinking back to discomfort of many of this scroll on plurk) |
| GingerLewman | this is NOT about "either/or" There needs to be a BALANCE. |
| GingerLewman | Kids want to network and collab. Teachers expect them to gather info, then talk. |
| GingerLewman | Digital learners prefer "just in time" learning. Teachers prefer" just in case" learning |
| GingerLewman | (wonder how many responses I can get on here before I have to start a new plurk) |
| GingerLewman | DL prefer immediate gratification and instant rewards. Teachers prefer defferred gratification. |
| GingerLewman | Digital nat are intellectual problem solvers. These are built in to their games/shows. NOT slackers. |
| GingerLewman | seems to be a palpable change in the room. They seem to be nodding MUCH less. |
| milobo | says | I'd be nodding - difference is the problems have to be important to them *and their peers*, or they look like slackers to us. |
| GingerLewman | Audience comment: "Our idea of relevance doesn't relate to video games. They're not related to real world." |
| GingerLewman | break. He's gonna give us 7 tips to engage digital learners. |
| metaweb | says | Ginger this "live blogging" ability in Plurk is definitely a plus point on Plurks side of the micrblogging fence |
| metaweb | says | I am grabbing the RSS feed for Ginger's live blog by clicking on "Plurk Page" link at bottom of this thread then clicking on the RSS button |
| GingerLewman | got to IanJukes.com and look at the Understanding Digital Kids under "downloadable Handouts" |
| GingerLewman | He's got THOUSANDS of pages there. |
| GingerLewman | woah. I just put Ian Juke . com and it made a REAL link. |
| karlyb | says | I'm enjoying how you are using this as a live blog. |
| GingerLewman | Living life like a quarterback: Does he throw the ball to where the receiver IS, or is GOING to be? Gotta work backwards. |
| GingerLewman | called thinking in future tense. Nothing more than the past of the future. (yike!) |
| GingerLewman | What skills and habits of MINE do we need kids to ahve (other than being able to score on bubble tests) inorder for them to be successful. |
| GingerLewman | Citing Larning by Design (Tighe, right?) |
| GingerLewman | THE most powerful tech in the classroom is, was, and will remain, the classroom teacher WITH A LOVE OF LEARNING. |
| GingerLewman | Any teacher who can be replaced by a computer, DESERVES to be. |
| GingerLewman | Far less to do with software, hardware, but more with HEADWARE (remember from this morning)? |
| GingerLewman | Can be done w/o ZERO money. Teach interviewing skills. |
| GingerLewman | teach them to use Headware. Those are the 21st century skills. |
| GingerLewman | 70% of usage of tech in K12 in America is at literacy level. The next levelis integrated augmentative adaptive level. |
| GingerLewman | We use new tech to REinforce OLD ways of thinking. (i agree totally. yuk.) |
| GingerLewman | "I notice that you and your kids have been using tech for a long time. If I was to take away the tech, would you be teaching the same way?" |
| GingerLewman | if you're using integrated augmentative adaptive tech, your answer will be YES. |
| GingerLewman | But there's yet another level. |
| GingerLewman | Transformative uses of technology. We know how to use the hard/software, understand literacy, now use the tech to take me to places, do |
| GingerLewman | things that would be aboslutely impossible to do with out the tech. To communicate at distance, mix dangerous chemicals. The tech skills are |
| GingerLewman | incidental. EMPHasis is on the problem solving, creative thinking, collaborative, etc. DRIVEN by students AND dteacher. |
| GingerLewman | "If I take the tech away, will you be able to teach, learners learn, students assessed, can you still teach?" NO--because environ has been |
| GingerLewman | transformed. Looking for a 1:1:1 balance in these 3 levels. |
| GingerLewman | learning about the tech is incidental by product. Essentials are based in HEADWARE. Getting it Right--bernagene Porter. |
| GingerLewman | Go to Jukes' site for TONS of info and great pics. This guy has put a lot of stuff out there for all of us. He says USE it. Seriously. |
| GingerLewman | ianjukes.com |
| GingerLewman | called Committed Sardine Lots of "F" words--FREE and FUNNY. |
| GingerLewman | Because of NAFTA, we're all one. Buenos Dias, eh? |
| GingerLewman | Getting inside the brains of digital kids: *whew* |
| GingerLewman | They are absolutely different. |
| GingerLewman | NCES--loved by Margaret Spellings. 60% of kids who start K in america, don't finish grade 12. |
| GingerLewman | only 28% of 12th grade students feel HS work is meaningful. 39% won't have any bearing on later success. Opinion of studens who have |
| GingerLewman | been SUCCESSFUL in school. meh. |
| GingerLewman | Shame on us. |
| GingerLewman | If kids only are in classes because they HAVE to be, what can we do RIGHT NOW to get them to want to be there. |
| GingerLewman | kids are voting with their minds and with their feet. |
| GingerLewman | 7 Major changes: |
| GingerLewman | 1. Time to Catch Up Must be a balance between traditional and shift culture. |
| GingerLewman | dude is on a RANT. we must change and not give lipservice. period. |
| GingerLewman | live in their world for a while! Go web2.0--EXPERIENCE it. |
| GingerLewman | (man I'm feeling good. I've done nearly all he's recommending. sorry, no way to post all of them. Just listing tools and telling you to use. |
| GingerLewman | (and I'm sitting between 2 guys who are taking notes on their paper.) |
| GingerLewman | #2: Teach to the Whole New Mind |
| GingerLewman | talking about action verbs on tests. they're all at lowest levels of Blooms. |
| Vance | likes | following ginger and watching Jeff Utechts stream of D warlick etc in the blogging cafe |
| GingerLewman | loving that when the audience comments or questions, they speak LOUDLY and quickly. Mimicking Jukes. |
| GingerLewman | thanks Vance for comment. Tell those dudes that plurk is good for this!  |
| GingerLewman | is | very interested in reading that book. Actually, listening to it. Is it on Audible.com? |
| GingerLewman | In the information age, we ALL need to be able to work with ALL forms, not just traditional R, R, R of informaiton and transform it into |
| GingerLewman | something useful for their future. |
| GingerLewman | Techological fluency. Learning to be a problem solver with the tools. NOt learning abt powerpointlessness, but learning how to deliver. |
| GingerLewman | bmuench thanks--opened new tab. Will get it later. |
| GingerLewman | not about teaching button pushing skills. It's about learning THROUGH the tech. |
| GingerLewman | Media fluency is not about creating podcasts/videos/etc. It's about being able to look critically at media and being able to understand how |
| GingerLewman | it's being used to effectively communicate with user. How our thinking is being shaped. |
| GingerLewman | select the appropriate media for the message. Sometimes podcast is good. sometimes blog is good. Match media to message. |
| GingerLewman | not passive viewing or consuming. Create and publish origianl products to COMMUNICATE. |
| GingerLewman | talking principals of graphic design and parent motion. |
| GingerLewman | oh duh--APPARENT motion. Pics with action. durh |
| GingerLewman | Information fluency |
| GingerLewman | ability to unconsciencely and intuitively interpret all forms of media to extract knowledge significance and apply in real world. |
| GingerLewman | wow. dude has a LOT of info. I'm not usually overwhelmed. Especially when blogging. |
| GingerLewman | access, analyze, apply, and assess this information. Good fluency skills. |
| Skip Z | says | I think your tool lust podcast was 'the berries'! Thanks.  |
| GingerLewman | Thanks! |
| GingerLewman | gingerl.podomatic.com/ |
| GingerLewman | New podcast coming about this live blogging on plurk experience. gotta remember some things. |
| GingerLewman | thankful there's not a lot of activity but me right now. |
| GingerLewman | Columbian strategy: getting kids into social networking with "Crack" of webkinz, club pengin, etc |
| GingerLewman | we need to take a series of baby steps/scaffolding. Kids don't know. we need to define what sort of awareness kids needs online. |
| GingerLewman | 21sr cent cfluenceies need to be taught like math/reading in every class, in library, in class. everywhere. |
| GingerLewman | #3 Shift the instructional approach |
| GingerLewman | begin with progressive withdrawal. |
| GingerLewman | oh, now I've become distracted. Bad blogger (after how many hours?) |
| Skip Z | says | Ahhhh! The Columbian strategy! |
| GingerLewman | he's talking with audience about using tools and not having to learn crap curriculum (TM--GingerTPLC) |
| GingerLewman | #5 Let students Collaborate. |
| GingerLewman | #6 Create Products that reflect content and process! |
| GingerLewman | 7: We must re-evaluate evaluation. |
| GingerLewman | I think that's the last one. |
| GingerLewman | jukes is now refusing to go on. voice is gone. brain is gone. Want to buy him a much-deserved drink |
| GingerLewman | going hoarse. |
| GingerLewman | but he got mike and he's still talking and clicking slides. |
| GingerLewman | only two people have left--presumably to meet at pre-arraned time. |
| GingerLewman | email him here: ianjukes@mac.com and if you put "I need to be committed" in the body of the text, he says that on a blood oath, he'll resp |
| GingerLewman | in 48 hours. |
| GingerLewman | wow! |
| GingerLewman | hmm. karma was going down here at the end. and Jukes is still talking. |
| GingerLewman | talking about GWB and the time he spent with him. |
| GingerLewman | WOW! done. people are still sitting. but I have to go. |
| GingerLewman | thanks all! Let me know if you link this elsewhere, so in case I get in huge trouble for blogging it, I can take you down iwth me!!! |
| wsigele | says | Ginger you win award for keeping us non-NECCers informed! www.bobandmike.com/frenchopen.gif |
| lfeld52 | nice job! maybe next year I will be there too! |
| wsigele | says | Think I like this one better...called Thank You www.bobandmike.com/Thankyou.gif |
| milobo | shares | Ian won't take you down - he's the neatest guy I've met and means what he says about sharing. |
| milobo | says | I was lucky to get an extended 1 on 1 conversation with him during the FL PAEC conference a few years ago. |
| milobo | says | as long as you can pass his "Canadian literacy for US citizens quiz" he's quite friendly |
| GingerLewman | oh lord! where can I study? |
| milobo | says | hee-hee! He's a bit miffed that US citizens don't know much about Canada - how many provinces & territories, capitol, PM, etc. |
| milobo | says | I think I got on his good side when I could name provinces from West Coast to East along with each capitol and only missed one province!  |
| GingerLewman | oh, I may be ok since I really do admire Canada in many ways. And have traveled there. |
| metaweb | says | Up to 193 live blog posts ... Looks like Plurk can and does deliver the goods! |
| metaweb | says | Not many Canadians or US citizens (being careful not to say Americans) don't know the point where Canada is exactly due south of the USA... |
| metaweb | says | It is Detroit btw ... Detroit is south of Windsor, Ontario .. there is a little finger that dips under the thumb of Michigan |
| metaweb | says | I mean Detroit is NORTH of Windsor .. sheesh |
| bookjewel | Fantastic stuff |
| Nedra_I | says | Great job, really enjoyed this. BTW many US citizens don't even know US geography let alone Canadian. |
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