PASSION PASSION

Transcription

PASSION PASSION

What Matters to You, Matters! • D.R.E.A.M.S. • Passion-Based Learning & Guidelines • Genius Hour PD
ON
PASSION
BASED LEARNING
Fall 2015 » Vol. 37 » No. 3
Web 2.0
Tools
Mary Bennett
[email protected]
Empowering leaders. Transforming lives.
Transform
the Learning
Experience
All Things
Google
Ed Warkentin
[email protected]
View courses at
ce.fresno.edu/cpd/courses
Harness powerful online tools to expand
your teaching strategies in the classroom.
Watch these course introduction videos
(via free Aurasma app) and realize
how these skills will help you
reach your goals.
Pinterest
for
Teachers
Save up to $30
($ 10 per course) using
coupon code
A11512CPD
Janet Adams
[email protected]
QR Code generator: http://qrcode.kaywa.com (Choose Static version, click Generate)
- Associate your school logo with a video (24/7) - Create interactive yearbook pages, handouts and flyers - Impress parents with a video message from the teacher - Assign student reports with a video component -
Trigger a video with
a simple image!
Here are a few
examples:
Aurasma app for Android:
https://play.google.com/store/apps/details?id=com.aurasma.aurasma&feature=search_result#?t=
W251bGwsMSwyLDEsImNvbS5hdXJhc21hLmF1cmFzbWEiXQ..
Experience Aurasma now following these 4 easy steps
Aurasma app for IOS: https://itunes.apple.com/gb/app/aurasma-lite/id432526396?mt=8
1
2
step
step
Download the free Aurasma
app on your smart device
Skip the registration
using the “skip” button
in the lower right
corner of the app
3
4
step
step
Scan the logo
at the top of this
page
Tap the video of your
choice, once it begins
to play you can move
away from the logo.
No smart device? Visit us at ce.fresno.edu/cpd/videos/
. Transforming lives.
CONTENTS
DEPARTMENTS
UpFront: May the Force of Passionate Learning
Be With You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
MIke Lawrence
Bits & Bytes: CUE Honors Educational Heroes . . . . . . . 6
Guest Editor
Glen Warren
Design
Kesler Communications [email protected]
Contributing Writers
Barbara Bray, John Cradler, Kathleen Diver, Lisa Gonzales,
Randy Kolset, Nancy Minicozzi, Kristen Swanson, Amy Wong
COLUMNS
Legislative Advocacy:
New State Budget. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
John Cradler
Mike Lawrence, CEO
[email protected]
CUE, 877 Ygnacio Valley Road, Suite 200
Walnut Creek, CA 94596
Phone 925.478.3460 Fax 925.934.6799 [email protected]
2015-2016 CUE Board of Directors
Ray Chavez, President
[email protected]
Kyle Brumbaugh, Member-at-Large
[email protected]
Andrew Schwab,
Vice President/Treasurer
[email protected]
Tim Green, Member
[email protected]
David Malone, Member
[email protected]
Jason Borgen, Secretary
[email protected] Lainie Rowell, Member
[email protected]
Suzanne Mitchell
Assistant Treasurer
Roger Wagner, Member
[email protected]
[email protected]
FEATURES
What Matters to You Matters. . . . . . . . . . . . . . . . . 14
Glen Warren
Move Over Stem . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Timothy Baird
Guidelines of Passion-Based Learning . . . . . . . . . 20
Angela Maiers
Passion-Driven Learning for Educators. . . . . . . . . . 22
Lee Araoz
Passion-Based Learning . . . . . . . . . . . . . . . . . . . . . 26
Barbara Bray
Advertising
Paid advertising accepted in accordance with editorial policy.
For ad deadlines or additional information, please contact CUE,
877 Ygnacio Valley Road, Suite 200, Walnut Creek, CA 94596,
925.478.3460 www.cue.org/advertising/oncue
OnCUE journal (ISSN 0739-9553) is published and bulk-mailed
four times during the academic year by CUE, and is one of the
benefits of membership. Membership for CUE is $40/year,
U.S. regular rate, $30/year, U.S. student rate, and $20/year
retired rate. Corporate memberships are available. Entire contents
Copyright 2015 by CUE unless otherwise indicated. All rights
reserved. To reprint articles that are copyrighted by the author,
you must contact the author for permission. All other items may be
reprinted for educational use, but not for sale, with the provision that
proper credit is given to OnCUE and to the author, if any.
CUE inspires innovative learners by fostering community,
personalizing learning, infusing technology, developing
leadership, and advocating educational opportunities for all.
CUE INFORMATION & FORMS
CUE 2016 Call for Presenters . . . . . . . . . . . . . . . . . 7
CUE Professional Learning . . . . . . . . . . . . . . . . . . . 9
Infinite Thinking Machine. . . . . . . . . . . . . . . . . . . . 9
eLearning Starategies Symposium . . . . . . . . . . . . 9
CUE Membership Application . . . . . . . . . . . . . . . . 13
Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Innovative Educator Certificate . . . . . . . . . . . . . . . 31
CUE National Conference. . . . . . . . . . . . . . . . . . . . 32
California Mathematics Council
http://www.cmc-math.org
•
•
•
•
•
•
•
•
•
Advocacy
Support for Students, Teachers and Administrators
Conferences
 South - November 6 & 7 in Palm Springs
 North - December 11 - 13 in Pacific Grove/Asilomar
 Central - Spring in Fresno area
Professional Awareness
Awards, Grants and Scholarship Opportunities
Publications - quarterly edition of the ComMuniCator
Affiliates in all local regions
Networking
Math Festivals
"CMC Works" Let CMC work for you.
Join the California Mathematics Council and get connected!
Great choice, great service, great value
Perfect
for on the
go!
Three excellent reasons to choose
LapCabby for storing, charging and
transporting mobile devices:
TabCabby
Stores and charges 32 tablets
GoCabby
Portable case charges
and syncs 16 tablets
NEW Boost+
Portable device
charges and
syncs 16 tablets
NEW DeskCabby
Charges and syncs 12
tablets
They look great – unlike other cart
manufacturers we make sure our units
are stylish!
The price is right – leads the market
for value!
They do more – it accommodates a
variety of devices (even in protective
cases).
That’s why there’s nothing like
a LapCabby.
Contact Us to Learn More!
LapCabby Vertical
Stores and charges 10/16/20
laptops
4 |
Fall 2015 OnCUE • cue.org
LapCabby Mini
Stores and charges 20/32
netbooks/Chromebooks/tablets
LapCabby Horizontal
Stores and charges 16/32 laptops
See our full range at:
Web: www.lapcabbyusa.com
Call: 844-747-3822
Email: [email protected]
UpFront Mike Lawrence
MAY MAY PASSIONATE LEARNING BE WITH YOU
Educators are passionate professionals. We chose our career not for the glamorous perks, outrageous pay
and high social standing*, but rather for our passionate belief in the right of all students to learn and grow
into the best person they can be.
In the best learning environments, this passion is contagious teachers and administrators strive to create learning environments
wherein students can explore their own passions. At CUE, we’ve
found that in many cases, appropriately used technology unlocks
student-centered learning opportunities. For example, my own
son recently asked me to help him create a lightsaber effect
using Adobe After Effects (which I’ve never used). He told me
he’d watched a video on YouTube that explained how to use the
software to create the effect. I installed it from the Creative Cloud
and he immediately got to work. With only minimal support from
me ("what’s a keyframe?”), he was able to create frame-by-frame a
lightsaber effect George Lucas would have been proud of.
What this an assignment? No.
Extra-credit? No.
This was passion - pure and simple. My son wanted to create
something and learned what he needed to learn to do it. Luckily, I
was able to provide him the tools: a camera, a toy lightsaber and
CUE’s subscription to Creative Cloud (thank you, CUE), and his
passion did the rest.
This issue is about that passion applied to classroom learning.
Who better to be CUE’s guest editor than the ever-passionate
Glen Warren, the Chair of the CUE Library Media Educators
Learning Network and Vice President of the California School
Library Association. CUE thanks Glen for his tireless effort to
curate some of the top education thought-leaders to make this
issue a true ‘labor of love.’
*Note: neither outrageous pay or high social standing are included
Mike Lawrence is CUE’s Chief Executive
Officer. An educator for the last 20 years,
he worked as a teacher, administrator, and
professional developer prior to starting at
CUE in 2005. He received the CUE Gold
Disk in 2010, and served two terms on the
ISTE Board of Directors. He is the Director
of the California Student Media Festival,
and was named one of NSBA’s “20 to Watch in Educational
Technology” in 2012. [email protected]
cue.org • Fall 2015 OnCUE
|5
CUE HONORS 12 EDUCATION
HEROES AT ANNUAL CONFERENCE
CUE honored 12 outstanding Ed Tech professionals during its annual conference in Palm Springs, March 19-21, 2015.
These individuals are being recognized for infusing curriculum with technology, for leading through innovation, and for
continually finding creative ways to help students succeed. Congratulations to the 2015 award recipients.
GOLD DISK
PLATINUM DISK
The Gold Disk is CUE's oldest recognition program. Since 1983,
recipients who have received this honor have been recognized for
their contributions to CUE and to technology in education. Gold
Disks are intended to celebrate member contributions of time and
talent to CUE.
CUE's Platinum Disks are presented to members of the educational
technology community who have made significant ongoing
contributions to the advancement of technology in education. CUE
members (and others in extraordinary circumstances) who have
made outstanding and continuing contributions to CUE and help
to accomplish its mission and goals can be nominated to receive
the Platinum Disk. Platinum Disks are awarded rarely and only in
recognition of career-long contributions to educational technology,
CUE, its affiliates and mission.
Diane Main
Director of Learning, Innovation and Design at The
Harker School
“The @SVCUE President, Communication Committee
leader and high school director of learning, Diane
Main has been crucial to CUE for two decades”
James Kosako
K-12 computer and staff development coordinator for
Hillcrest Christian School, Thousand Oaks, CA
“A founding member of @SGVCUE, James Kosako is
a staff development coordinator and CUE’s unofficial
‘Raffle Coordinator’”
LEARNING LEADERSHIP*
TILL Awards recognize local, state and national leaders in
educational technology. Members of the broader educational
technology community (not necessarily members of CUE) are
eligible for recognition in this category for their contributions to
advancing the mission of the organization.
Dr. Katherine Hayden
Associate Professor of Educational Technology at
California State University San Marcos
“Teacher, administrator, board president, author,
consultant, grant writer & evaluator, Dr. Katherine
Hayden is a passionate ed tech role model”
*Unless ineligible, award winner
will become CUE's nominee for the
similar ISTE Award.
6 |
Kurt Larsen
Senior Research Associate, WestEd
“While accepting in absentia, Kurt Larsen is humbled
by his nomination, which he received for his 20 years
service in furthering CUE’s vision”
Brian Bridges
Director, eLearning Strategies Symposium
“Since 1983, Brian Bridges has presented, written
standards, and founded the California eLearning
Census & the eLearning Strategies Symposium”
Mac Carey
Chief Technology Officer at Contra Costa County
Office of Education
“Sending his regrets, Mac Carey is CTO at the
Contra Costa County Office of Education and a pillar
of tech support for CUE”
LEGISLATIVE ADVOCACY*
The Legislative Advocacy Award is presented to any members
of the state and/or federal legislature and/or their staffs or
other designated persons who have made sustained and/or
extraordinary efforts to promote the educational use of technology
to advance student achievement through legislation.
Rowland Baker
Executive Director of the Technology Information
Center for Administrative Leadership (TICAL)
“Rowland Baker is a tireless advocate for education technology
and a cornerstone of the LEAD3 conference and Leading Edge
Certification”
Bits & Bytes
OUTSTANDING EMERGING TEACHER*
SITE LEADER OF THE YEAR
This award recognizes a classroom teacher who in the first seven
years of his or her teaching career has already made a noteworthy
contribution to educational technology in a classroom setting.
Site Leader of the Year is CUE’s newest award and recognizes
a school site principal or assistant principal (or equivalent) who
has made a noteworthy contribution to promoting educational
technology within his or her school. Recipients must demonstrate
the following:
Nichole Van Wilgen
Teacher, Union Middle
“Veteran presenter and 1:1 Chromebooks teacher
Nicole Van Wilgen has become a model teacher
for integrating technology in the classroom”
Strong support for the belief that all students will excel academically
Exceptional leadership in finding ways that technology benefits
teaching and learning
Building staff morale or the learning environment
OUTSTANDING TEACHER*
A commitment to educational quality and student achievement
This award recognizes a classroom teacher who has made a
sustained and/or noteworthy contribution to educational technology
in a classroom setting. Creating standards-based curriculum using
technology is the key element in this award. Nominees must be
classroom teachers and CUE members in good standing.
A commitment to professional growth.
Jessica Pack
6th grade teacher, Palm Springs Unified
Anne Jenks
Principal of McKinna Elementary School,
Oxnard, CA
“Anne Jenks has transformed her Title I school’s
tech use with mobile devices and helped turn
students from digital consumers into creators”
“2014 California Teacher of the Year and Palm
Springs local Jessica Pack thanks her students whom
she says are the heartbeat of Room 208”
CUE thanks these educational heroes and their nominators
for inspiring us with their innovations, their creativity and their
integration of technology into curriculum and the educational
process. For more information, please go to cue.org/awards.
MAKING IT HAPPEN
Making IT Happen is an internationally recognized awards program for educators and leaders in the field of educational technology
integration in K–12 schools. The program identifies and rewards educational technology leaders around the world for their commitment and
innovation and is coordinated by the International Society of Technology in Education (ISTE).
Gerald McMullin
Coordinator, Assessment, Intervention,
Instructional Technology
Castro Valley Unified School District
Eileen Walters
Instructional Technology Specialist
Contra Costa County
|7
Bits & Bytes
Board Nomination
and Award Deadlines
November 15
Affiliate Nominations
December 10
All Awards
December 17
Board Nominations
CUE is proud to announce its
2015-2016 Board officers.
The new officers were elected at the June 3, 2015 board
meeting, held at Skywalker Ranch at Big Rock. Officers
for the 2015-2016 year are as follows:
President:Ray Chavez
Vice President/Treasurer:
Andrew Schwab
Secretary:Jason Borgen
Assistant Treasurer:
Suzanne Mitchell
Member-at-Large:
Kyle Brumbaugh
The rest of the nine-member board includes
David Malone, Roger Wagner, Lainie Rowell, and
Tim Green. The new board year began July 1, and the
annual retreat was held July 22-24 in Irvine, California.
CUE thanks departing board member Robert Craven
for his six years of board service, the final three of
which he served as president.
SPECIAL THANKS
to our Education and Media Partners and our
Prime Corporate Members
CUE Education Partners
Association of California School Administrators (ACSA)
Alliance for Distance Education in California (ADEC)
California Association for Bilingual Education (CABE)
California Association for the Gifted (CAG)
California Association for Supervision and Curriculum Development
(CASCD)
California Department of Education (CDE)
California Education Technology Professionals Association (CETPA)
California Math Council (CMC)
California Reading Association (CRA)
California School Library Association (CSLA)
California State Parks
California Teachers Association (CTA)
Common Sense Education
International Association for K - 12 Online Learning (iNACOL)
International Society for Technology in Education (ISTE)
KQED Education
Orange County Department of Education
PBS SoCaL
Project Tomorrow/NetDay
The Community College Foundation
The New Media Consortium (NMC)
CUE Media Partners
edSurge
eSchool Media
Scholastic
Tech & Learning
CUE Prime
Corporate Members
PLATINUM
National Geographic
Edynamic
GOLD
Epson
SILVER
Discovery Education
Intel
BONZE
Smart
BLUE
Skooli
8 |
Infinite Thinking Machine
An engaging Internet TV show for educators to
inspire creativity and innovation.
infinitethinking.org
@itmshow
produced by
IGNITING CLASSROOM INNOVATION
Professional Learning
LEAD3_STD_AD.indd 1
9/22/15 10:31 A
Inspiring Innovative Learners
STEAMpunk
Bring CUE to your school or district!
CUE can provide your school or district customized professional
development. Choose from any CUE conference presentation or other
great workshops that CUE provides: face-to-face, online, keynotes,
large or small groups – all this and more available through CUE.
To schedule a CUE professional development event, complete the
CUE Request Form at cue.org/request
To register for an existing CUE event, go to cue.org/registration
CUE Professional Learning
@CUELearns @CUERockStar
925.478.3870
[email protected]
“Everything I’ve learned here is directly applicable to my students tomorrow!
My classroom is going to look completely different!”
“The longer sessions gave much more time to work and create.”
“What passion these educators exude! Great job pumping up the attendees...
they should all go back to their classes ready to rock!
Legislative Advocacy John Cradler
NEW STATE BUDGET:
SIGNIFICANTLY INCREASES
FUNDING FOR SCHOOLS
AND FOR TEACHER
TRAINING AND SUPPORT
This
article summarizes the approved 2015-16 State Education
Budget. While the Budget generally does not focus on technology,
it is clear that the funds can support the planning, access to, and
use of technology to support instruction, assessment, and data
management. In the recent past most of the funding for technology
support was made possible by specific categorical State and regional
grant programs, which no longer exist. Therefore, educators who are
interested in technology will now need to become locally and actively
involved with district and county level staff in preparing the plans for
this new funding in order to ensure that technology is incorporated in
ways that will enhance these plans. This shift to local control implies
that the extent of effective technology integration will be a function
of technology leadership evidenced by teachers, site and district
administrators, and the superintendent in making technology an
important part of the local education program.
A. $6 billion: Increase in the Local Control Funding
Formula (LCFF): The purpose of this funding is to bring school
districts to an estimated 70 percent of full funding of the formula. In
2013, the Legislature passed the LCFF, a new system for education
financing that provides uniform base funding per student while
channeling extra dollars to districts based on enrollment of English
learners, low-income children and foster youths. The Legislature
projected it would take eight years, beginning with 2013-14 to
phase in the new formula.
Accessing LCFF funding: To access LCFF funding each district must
form a local committee to prepare a Local Control Accountability
Plan (LCAP) describing how it will use the LCFF funding. Therefore,
persons with an interest in technology should make every effort to
be represented on the LCAP Committee and to have a specific
plan to make the case for using LCFF funding for technology and
related support. Many districts are already finding LCFF as their
major funding source for technology.
10 |
B. $40 million: Additional dollars to county offices
of education (COEs): This funding is intended to be used to
oversee districts’ LCAPs with the funds to be distributed based on
the number of districts in a county. Because COEs are to receive
funds to review the LCAPs, it is important to work with COE staff
to ensure that they are aware of and kept up-to-date on how
technology can support the LCAP as well as the related SBAC
computer adaptive assessment system. COEs are in the process of
preparing staff and a process for reviewing LCAPs. Additionally,
COEs are in a position to advise districts about digital resources
and professional development services such as those offered by
professional associations and private vendors that could be used to
augment a district LCAP.
C. $490 million for the teacher training and support
block grant: This funding shall be spent over three years for
professional development and assistance for new and/or struggling
teachers. The funding shall be apportioned to school districts,
county offices of education, charter schools, and the state special
schools in an equal amount per certificated staff in the 2014–15
fiscal year. A Trailer Bill attached to the Approved Budget (AB 104
Section 58) provides important details regarding the distribution
of the $500 million allocated for teacher training and support is
summarized as follows:
1. $500 million for teacher training and support: Four
hundred ninety million dollars ($490,000,000) shall be
apportioned to school districts, county offices of education,
charter schools, and the state special schools in an equal
amount per certificated staff in the 2014–15 fiscal year to be
expended as follows:
a. Beginning teacher and administrator support and
mentoring, including, but not limited to, programs that
support new teacher and administrator ability to teach
or lead effectively and to meet induction requirements
adopted by the Commission on Teacher Credentialing
and pursuant to Section 44259 of the Education Code.
b. Professional development, coaching, and support
services for teachers who have been identified as
needing improvement or additional support by local
educational agencies.
c. Professional development for teachers and
administrators that is aligned to the state adopted
content standards
d. Promote educator quality and effectiveness, including,
but not limited to, training on mentoring and coaching
certificated staff and training certificated staff to
support effective teaching and learning.
Teacher Training
= Strong Teachers
2. Condition for receiving funds: As a condition of receiving
funds allocated pursuant to this subdivision, a school district,
county office of education, charter school, or state special
school shall do both of the following:
a. Develop and adopt a plan delineating how funds
allocated pursuant to this section shall be spent. The
plan shall be explained in a public meeting of the
governing board of the school district, county board
of education, or governing body of the charter
school, before its adoption in a subsequent public
meeting.
b. On or before July 1, 2018, report detailed expenditure
information to the State Department of Education,
including, but not limited to, specific purchases
made and the number of teachers, administrators, or
paraprofessional educators that received professional
development. The State Department of Education shall
determine the format for this report.
3. When and how Districts can obtain these funds: Until the
CDE provides a firm calculation, it is estimated that the amount
of funding per certificated staff will be between $1,250 and
$1,500. The CDE anticipates appropriating 90% of the funds
in December 2015, with the remaining 10% in March 2016.
LEAs will receive these funds based on staffing data and do
not need to complete an application or form to qualify for the
funding. This funding, however, will be subject to the annual
audits. To avoid audit findings, LEAs must:
a. Develop and adopt a spending plan that complies
with the requirements listed above – the plan must
be discussed at a public meeting and adopted at a
subsequent meeting.
b. Expend the funds over three fiscal years – 2015-16,
2016-17 and 2018-19. c. Provide a detailed report of program expenditures to
the CDE by July 1, 2018, including specific purchases
made and the number of teachers, administrators, or
paraprofessional educators that received professional
development. The CDE will provide a template or
format for this report, and also plans to issue FAQs to
address questions related to proper expenditures for
the program.
4. $10 million for K-12 HSN for professional development and
technical assistance: Of the funds appropriated pursuant
to this section, ten million dollars ($10,000,000) shall be
provided to the K–12 High-Speed Network for the purpose
of providing professional development and technical
assistance to local educational agencies related to network
management as follows: a) Professional development and
technical assistance shall include training of local educational
agency staff, and development and distribution of best
practices, guidance, and other elements of technical support
CONTINUED ON PAGE 25
| 11
Wow students with 3x brighter
colors from Epson Projectors.*
Contact your Epson rep today:
D’Arce Buescher
Kristan Rudloff
Phone: 707-364-8664
Region: Northern and Central California
Phone: 916-524-4219
Region: Southern California
• Interactive Projectors • Document Cameras
• Classroom Projectors • Speakers, Mounts & Lamps
*Compared to leading 1-chip DLP business and education projectors based on NPD data, July 2011 through June 2012. Color brightness (color light output) measured in accordance
with IDMS 15.4. Color brightness will vary depending on usage conditions.
EPSON is a registered trademark and EPSON Exceed You Vision is a registered logomark of Seiko Epson Corporation. Copyright 2013 Epson America, Inc.
12 |
407-743_Epson_FY_2014_Inserts_Feb_CUE_FNL.indd 1
1/6/14 3:33 PM
Membership Application
I AM USING THIS FORM TO …
BENEFITS
• Discounted registration fees on CUE
conference and other state and local
CUE activities.
• Annual subscription to OnCUE,
published four times a year.
• Recognition programs and LeRoy
Finkel Fellowship.
• Voting privileges.
• Continuing Education Credit for
attending CUE conference.
SORRY, NO PURCHASE ORDERS ACCEPTED
• Membership in one Affiliate and/or
any number of Learning Networks.
• Proactive legislative advocacy.
• CUE Up! email newsletter for advance
notice and up-to-date information.
• Group Membership discounts. Please
call the CUE office for information.
• Discounted ISTE conference registration.
• Online member benefits, visit
www.cue.org/memberbenefits.
❏ Become a Member ❏ Renew Membership ❏ Make corrections/updates
All future communications from CUE, including notices of meetings, ballots, and minutes of
meetings, via email to the following email address:
EMAIL ADDRESS (required)
*I understand that I have the right to receive future communications from CUE by paper or in nonelectronic
form, and that I may withdraw my consent at any time by (1) sending an email with “opt out” in the
subject line to [email protected] or (2) sending a letter to CUE, Inc, 877 Ygnacio Valley Rd, Suite 200,
Walnut Creek, CA 94596; Attention: Membership indicating that I have withdrawn my consent to receive
future communication from CUE by email.
Name
AFFILIATE AND LEARNING NETWORK OPTIONS
CUE supports many regional Affiliates and Learning Networks. As a CUE
member, you not only gain access to a network of forward-thinking educators
in your area, but are free to join an affiliate, and any number of our Learning
Networks. To add more than one affiliate, there is an additional $10 fee.
AFFILIATES
For more information on affiliates visit www.cue.org/affiliates
❏ Beach Cities CUE
Los Angeles S. Bay Area
❏ Gold Coast CUE
Ventura County
❏ Cahuilla CUE
Coachella Valley
❏ Inland Area CUE
San Bernardino and Riverside
counties except Coachella Valley
❏ Capitol CUE
Alpine, Amador, Colusa, El Dorado,
Nevada, Placer, Sacramento, Sierra,
Sutter, Yolo, and Yuba counties
❏ Central California CUE
San Joaquin, Stanislaus, Mariposa,
Merced, Tuolumne, and
Calaveras counties
❏ Central Valley CUE
Fresno, Kings,
Tulare and Madera counties
❏ CUE Los Angeles
Los Angeles County
❏ CUE Nevada
State of Nevada
❏ CUE San Francisco
San Francisco County and
parts of San Mateo County
❏ East Bay CUE
Alameda and Contra Costa counties
❏ Kern CUE
Kern County
School District (spell out complete name)/Organization
School Site
Job Title
twitter account
❏ Please do not inform me of third party discount opportunties
❏ Monterey Bay CUE
(formerly Tri CUE).
Santa Cruz, and San Benito counties
❏ North Bay CUE
Marin, Napa, and Sonoma Counties
❏ Elementary School
❏ Middle School
❏ High School
❏ Community College
❏ University
❏ District/COE
❏ Business Sector
❏ Nonprofit
❏ Government
❏ Other: ______________
❏ Orange County CUE
Orange County
❏ San Diego CUE
San Diego County
❏ San Gabriel Valley CUE
San Gabriel Valley
❏ San Luis Obispo CUE
San Luis Obispo County
❏ Santa Barbara CUE
Santa Barbara County
❏ Silicon Valley CUE
San Mateo and Santa Clara counties
Zip
Work Phone
❏ Teacher
❏ Admin
❏ Classified
❏ TOSA/Tech Coordinator
❏ Parent
❏ Retired
❏ Librarian
❏ Student
❏ Higher Ed. Faculty
❏ IT Professional
❏ Executive or Director
❏ Other: ______________
organization:
how did you
hear about cue?
❏ School/Co-worker ❏ CUE Affiliate Event ❏ CUE Conference
Publication
❏ OnCUE Journal
❏ Other Educational
Conference
❏ Advertisement ❏ CUE Website ❏ Other: ______________
annual dues payment
❏ US $40 – U.S. & Canada Regular Membership
❏ US $30 – U.S. & Canada Student Membership —
(Attach class schedule to verify full-time status; 6 semester or 9 quarter unit minimum.)
❏ US $65 – International
❏ US $20 – Retired
❏ US $75 – 2 year Multi-year membership
❏ US $110 – 3 year Multi-year membership
❏ Group Membership $________
& learning network selection
❏ FREE – one Affiliate and any number of Learning Networks (choose at left)
❏ US $10 each additional Affiliate
affiliate
❏ Administrators Network
❏ Library Media Educators Network
❏ eLearning Network
❏ Technology Leaders Network
❏ Higher Education Network
Support and collaboration for Higher
Education technology-using professionals.
❏ Video in the Classroom Network
Private, parochial, K-12, and higher
education organizations.
position:
For more information visit www.cue.org/networks
❏ Independent Schools Network
Home Phone
❏ Public
❏ Private/Independent
LEARNING NETWORKS
Supporting online teaching and learning.
CityState
school type:
❏ None
Support for technology-using
school administrators.
Address r Home r Work
A support group for learning resoºurce
professionals.
School, district and county
coordinators’ support
Supporting multimedia educational
experiences in our classrooms.
payment (sorry, no purchase orders accepted.)
❏ A CHECK, PAYABLE TO CUE, IS ENCLOSED
❏ CHARGE MY: ❏ ❏ VISA ❏ ❏ MasterCard ❏ ❏ Automatically renew my CUE Membership
Account NumberExp. Date
Signature (required for credit card orders)
PAY/MAIL TO: CUE, 877 Ygnacio Valley Road, Suite 200; Walnut Creek, CA 94596
OR FAX TO: (925) 934-6799
For more information, please email CUE at [email protected].
Feature Glen Warren
“WHAT MATTERS TO YOU,
MATTERS!” THE FOUNDATION OF
PASSION-BASED INFORMATION LITERACY
LOVE OF LEARNING (LOL)
It has been wonderful to see a
growing acceptance of student
centered learning, where the
student is welcomed to pursue
any course of inquiry while at
school, even if it is for just a small
part of the school day or week.
In a sense this is the beginning or
the revival of academic freedom
for our students! The language
and branding that connect to this
idea include but are not limited to
labels like: Twenty Percent Time,
Genius Hour, Genius Projects,
Passion-Based Learning, Project
Based Learning, etc… All of these
are steps in the right direction
for sure! The Common Core
State Standards have helped
spur this thinking forward by
providing standards that call for
small research projects but do not
specify the content/subject of the
student created products.
“Cultivate Love, Generate Energy, Inspire Audacity
and Provide Proof” – The Radical LEAP (Farber)
Common Core has helped open the door to the student to learn
just about anything, including the student’s own personal interests.
This pursuit of “Anything Learning” and the requirement that
students be equipped to research has helped surface Information
Literacy as an essential academic foundation for all students no
matter how young. When students learn and practice Information
Literacy skills in the context of Passion-Based Learning it transforms
the implementation from a part-time event for Geniuses into an
embedded part of the learning process where students believe
that each learner is a valuable gift! Information Literacy provides
the academic structure to help students see that “how we learn” is
applicable to “everything we learn.” Information Literacy provides
the systems to move forward from PBL (Passion-Based Learning) to
the life long LOL (Love of Learning)!
14 |
WHAT MATTERS TO YOU MATTERS!
We know that if we want a student to be excited about reading
or become a better reader, an important part of that process is to
let him/her choose books of their choice or interest. However the
student may not know what he/she wants to read, so classroom
teachers and teacher librarians help introduce options that may
have been previously unknown. By allowing students to become
a partner in the learning process by empowering them to choose
their own books, helps create better readers. As students grow in
their reading skills, the complexity of the books they choose can
broaden in complexity and depth. In essence, we are saying to
the student “What matters to you, matters!”
Similarly when we let students choose what they want to learn as
an important part of their education they become better learners.
As they grow in their own learning skills (information literacy) the
complexity of what they can learn changes. What is incredibly
exciting about this is we can now say to the student “What
matters to you, matters!” not only when it comes to what they
want to read, but also what they want to learn. The options are
almost infinite. Information Literacy makes it possible for the student
to INTEGRATE their interests in everything including their core
academic subjects and vice versa. Teachers can track individual
student information literacy progress throughout the year by
gathering data on how students access information, evaluate
information, integrate information, originate information,
and use information safely, ethically, and legally. We call it the
AEIOU of Information Literacy.
THE AEIOU OF INFORMATION LITERACY 101
“Information literacy forms the foundation
for all of the other literacies. Students
need to know how to state their
information need, search for it effectively,
evaluate what they find for validity, and
utilize the information they find.” – Kathy
Schrock, blog.cue.tc/PBL2015A
In California the state board of
education adopted the official
Information Literacy Standards called
the Model School Library Standards
(MSLS). These standards address the process of learning anything
and are a perfect fit for structuring Anything Learning! The
four strands address learning outcomes for each grade level
related to how students access, evaluate, integrate, and use
information. Within those standards are found multiple requirements
for students to be originators (creators, authors, producers) of
information. The following is a brief introduction that can be
implemented in any grade level or subject.
ACCESS INFORMATION
Students need to recognize their own need for information. The
need for information is realized when students are proficient at
formulating their own questions. A wonderful way to teach students
to formulate their own questions is with the Question Formulation
Technique (QFT), found in the book “Make Just One Change” by
Dan Rothstein and Luz Santana. For more information on the QFT
check out the website: rightquestion.org
EVALUATE INFORMATION
Technology has provided almost unlimited access to information.
Students need to be taught the basics of evaluating the information
they find online and in print. One way to begin teaching the process
of evaluating source is through the C.A.R. method (Credibility,
Accuracy, and Relevance). It is easy for students to remember, and
versions of it can be implemented starting in Kindergarten.
INTEGRATE INFORMATION
The "I" is the most exciting because it requires the student to make
divergent and convergent connections. For example, if a student’s
personal interest is dinosaurs, we would require the student to
connect dinosaurs to Math, Science, Language Arts, and History
(Divergent) and how Math, Science, Language Arts, and History
can help the student learn more about dinosaurs (Convergent).
ORIGINATE INFORMATION
Our students have become authors at the youngest ages thanks
to the digital publishing world we live in. When a student
creates an original work, no matter how young, he/she owns the
copyright to that material. This is exciting because we can use
this pride of ownership to teach about levels of sharing through
Creative Commons (creativecommons.org). We also need to
equip students with an increasing level of
understanding about Fair Use. And since
the amount of plagiarism among students
is rising, the need to teach respect for
authorship is needed now more than ever.
USE OF INFORMATION
Use addresses the need for our students to
use information in a safe, ethical and legal
manner. Teachers as well as students need to
be aware of issues of student privacy before
clicking “agree” on that new application.
program.
INFORMATION LITERACY BY DESIGN
More schools are embracing Maker Spaces and Career Technical
Education, and it is wonderful. As a result Design Thinking has
started to emerge in support of the creative, collaborative process.
Remember, Design Thinking assumes that the participant has a
foundation of Information Literacy. One example of this is when a
group of teachers designed an awesome new kind of wallet. We
were ready to take the billfold to market as our own and make
some money. However, nowhere in the process were we exhorted
to research if there was already a patent on our design. Upon
exhortation, we applied some basic information literacy skills and
found that our design was already patented.
EXTREME CONCLUSION
"Thinking of education as a transformed landscape lying beneath
an insurmountable glacier, is the first step in setting a vision. Take
a moment and imagine redesigning today’s schools without any
restrictions. Forget about curriculum and standards. Think beyond
the traditions of how we typically assign students to classrooms.
Don’t worry about the money it would take to redesign the
| 15
Feature Timothy Baird
MOVE OVER STEM MAKE WAY FOR DREAMS EDUCATION
"Follow your passion, be prepared to work hard
and sacrifice, and, above all, don’t let anyone
limit your dreams." – Donovan Balley
We often talk about tapping into our students’
passions to help ignite learning but do we make
this happen? The key to engaging our students
comes down to a few basic tenants. We must give
our students a purpose for their learning. It must
be relevant. Learners must have some control over
their own learning. Learning parameters such as
determining who we work with on the task, how and
when we spend our time, how we approach the task,
and even what task we undertake are all elements
that impact the learners’ sense of control. Finally, we
must make the learning fun and when possible we
need to connect with ideas, projects, and tasks that
the learner is passionate about. When we do this,
learning naturally happens.
That is part of the push behind one of the hottest movements in
education right now, STEM (Science, Technology, Engineering,
and Math) Education. Linked together through a strong focus on
technical and scientific studies, STEM Education is driving the
educational conversation around how to link our students natural
interests in these areas with relevant content and learning skills.
difficult for the teacher when there is nothing in place to tie the art
to the math or science. It simply becomes one more content area
in a string of content areas that may not connect in meaningful
ways. It no longer matters whether there is a connection point or
not, advocates from other disciplines are trying to tie their focus
areas to the STEM bandwagon.
The final issue with STEM reflects the evolving role of technology
in all learning systems. STEM calls out technology as a unique
discipline requiring equal time with science, engineering, and
mathematics. This may have been the case in the recent past, but
technology is now infused throughout these disciplines. This is not
to say that there are not unique careers to be found in technology.
There are and these careers should be explored. But technology
should no longer be classified as a stand-alone content area.
All of these content areas require a deep understanding of how
technology interfaces with the discipline.
SHORTCOMINGS OF STEM
There is much to laud about the STEM model but it does have
its shortcomings. The biggest flaw in this model is that it is less of
a model and more of a collection of connected content areas.
Although STEM does create interest and focus around these
content areas, it does little to show learners or teachers how to
connect these content areas or even how to find entry points into
these rich curricular areas.
Finding relevant connections and subject areas that interest the
learner has caused STEM advocates to try and expand the model.
The most obvious approach to this is to add more content areas.
STEM becomes STEAM when Art is added. This is great when
trying to bring more student interest to the learning but incredibly
16 |
That is where DREAMS comes into the equation. DREAMS
addresses this issue by focusing first on process skills and then
applying those skills toward specific content areas. In this way,
the natural connection with high interest content is matched with
meaningful process skills so that students have the tools to pursue
their passions in meaningful ways. Move over STEM and make
way for DREAMS Education.
DREAMS DEFINITION
DREAMS or Design, Research, Engineering, Art, Math, and
Science fills in some critical gaps in all current versions of STEM.
DREAMS begins with a focus on two specific process areas.
DREAMS begins with a focus on two specific process areas design thinking and research. The DREAMS model then applies
these process skills to the content areas of Engineering, Art,
Math, and Science. Although STEM implies process, it does not
delineate process in the model design. In this way, STEM provides
little direction beyond suggestions for content focus. Design and
research seem implied in the STEM model (since they are used
by engineers and scientists) but they are not clearly addressed
and their absence does not give the learner a starting point or a
defined set of tools to explore the content.
Design thinking is a primary driver in DREAMS. Students start with a
question to be solved, a problem to be fixed, or an interesting idea
that takes them through the content areas. Research is also critical
to the DREAMS model. Research gives the learner tools to gather
and analyze information to support their work. In today’s data rich
learning environments, a learner must have a solid grounding in
research skills to make sense of the world around them
Content is also important to the DREAMS model. Engineering,
Art, Math, and Science provide the focus of investigation in the
DREAMS model. The design thinking and research connect these
content areas. The STEM model does not have this process glue to
hold the model together or link the content areas. The inclusion of
art in the STEAM version of STEM is a good example of this. As
noted above, art in the STEAM model feels like a clunky add-on to
the original STEM concept. It has limited connections to the world
of science or math and only becomes relevant if one assumes
a design process. In DREAMS, art is a critical component and
becomes a necessary playground for much of the design work.
DREAMS FOCUS ON PROCESS SKILLS
That defines this newer version of STEM but what does the
DREAMS model actually look like in design and practice? The
first part of the model is really about process skills. These include
design thinking and research. Design is really more about design
thinking than designing, although participants in a DREAMS
programs will end up designing products. Research is the other
process skill that all DREAMS participants will need. Research
not only includes sound grounding in information literacy but also
a thorough grasp of the scientific process. These process skills
of design thinking and research can be used in any discipline
although there is an emphasis on the delineated content areas.
DESIGN THINKING (PROCESS SKILL)
Design thinking has a rich history. Design thinking differs from the
technical field of design because it is a process of work rather
than a specific design task. There are many different models for
design thinking and a number of excellent articles and books
on this process. David Kelley who founded IDEO has written
extensively in the area and has developed the IDEO model of
design thinking. Rolf Faste helped make Stanford University one
of the leaders in this field as far back as the 1980s. This work
has been continued at Stanford through the Design Thinking
for Social Innovation School and the work of Tim Brown who
has written and spoken extensively in the area. Design thinking
models vary based upon their purpose and audience but there
are many similar features to the different models. I have taken the
liberty to synthesize the various models into one that supports K-12
instruction and the work of educational institutions. This hybrid
model includes the following steps: 1) Inspiration; 2) Ideation; 3)
Exploration; and 4) Creation.
Figure 2
DESIGN THINKING MODEL
Inspiration
Ideation
Figure 1
Exploration
PROCESS SKILLS
Design (Thinking)
Research – Information Literacy
Scientific Process
Creation
CONTENT AREAS
Engineering, Arts, Math, Science
Inspiration in this design thinking model can originate from
many different places. It can start with a question, problem,
or challenge. How do we cut down on paper usage? How
could we increase the number of students who purchase lunch?
What does a 21st Century classroom look like from a student
perspective? Inspiration can also be more directed. It can start
| 17
from a curricular topic, an assignment, or just an idea. The point
here is that inspiration to start the process can come from the
learner or from external sources and can be fully elaborated or
simply a hint of an idea. Anything that starts the process forward
is inspiration. In many design thinking models, inspiration often
comes from looking at the needs of the customer or end-user.
Ideation is the process of creating a number of ideas or brainstorms
around the inspiration. At this point in the process, the more ideas, the
better. Look for connections, use word play, and put forward crazy
ideas because the purpose here is to stimulate further thought.
Exploration is where ideas start to come to life. The work in
this stage is concrete. Start to build something. Write it down.
Make prototypes. Exploration builds from the ideation and turns
the ideas into real things. Part of this process also involves testing
and refining ideas, which in turn may lead to better models of the
original idea or an entirely new model or idea.
Creation is the step where final production occurs. As noted above,
it may not answer the original question or challenge but at the end
of this process, a final product is created and usually shared.
As you can see, there are some unique attributes to this process.
Design thinking by its very nature is experimental and not
necessarily linear. Work in the exploration stage may lead one
back to ideation or even begin a new inspiration. The purpose of
design thinking is to spur creativity and that means that the process
may lead in unexpected directions and solutions. Failure is an
expected part of the process and early prototypes exist to discover
flaws and lead to improvements. Design thinking is not meant to be
a strict recipe but more of an approach.
One can see that design thinking shares many attributes of other
learning models. Using the Acquire, Analyze, Apply Model (Baird,
2014) as a comparison, it is easy to see how the stages of design
thinking fit nicely into this broader cognitive construct. Both models
start by trying to understand the task, problem, or information. They
work toward looking at the issue in new ways and ultimately lead
to application or product. Design thinking differs somewhat with a
greater emphasis on the ideation and exploration stages and with
a less linear approach to the final outcome.
18 |
Project
-based
learning
is another
learning
model
that coexists
smoothly with
design thinking. Projectbased (or problem based)
learning almost always starts
with a challenging question or problem to
be solved and often is a long-term learning experience. Design
thinking can easily be used in the project-based arena although
once again, it is not as structured as project-based learning in its
goal toward solving a specific problem.
The scientific process is closely aligned with design thinking.
Both can start from a hypothesis and rely upon exploration
(experimentation in the scientific process) to lead one to a right
answer. The scientific process is not always designed to lead one
to a final product and it is much more systematic in its approach
through the process than design thinking.
Perhaps the most analogous model that teachers can relate to
design thinking is the writing process. In the writing process,
inspiration also comes from multiple sources. Prewriting or ideation
takes place and through the process of writing multiple drafts,
exploration and eventually creation occurs. The differences
between the two processes are somewhat minor. Design thinking
usually works best with a team unlike the writing process. The
options for final product are much more diverse in design thinking
than writing but the similarities outweigh the differences between
the two processes.
The focus in design thinking is found within the ideation and
exploration stages. It is not constrained to one solution or even
one area of problem solving. A good example of this would be
to look at a design team tackling the issue of heart disease. If
the design team only approaches heart disease from the mindset
of a pharmaceutical company, all of their solutions will be new
medications. If that same design challenge
were approached from the perspective of
a personal fitness gym, the solutions will
only improve physical fitness techniques.
A dietary supplement company will focus
on nutrition factors. This is not true design
thinking since limitations of solutions were
built into the ideation and exploration stations.
True design thinking must be open to all new
ideas. This is what makes it different from other
learning process models. This type of thinking can
support an organization in pushing boundaries to find
new creative ventures.
RESEARCH (PROCESS SKILL)
The information literacy and the scientific process are the research
components of DREAMS. They require specific background
knowledge but they both, like design thinking, are really more
about a learning process.
Today’s learner must know where to go to seek out information.
They must be able to work in a variety of media. They must be
able to sift through mountains of potentially valuable resources to
find the most pertinent information related to their work. They must
be able to discern reliable information from false information. This
requires a specific set of skills known as information literacy.
Passion-Based Learning often starts with information literacy.
Learners will spend hours asking questions, tracking down
articles, videos, and little known facts about things they love or
want to learn more about. The library, media center, or learning
commons has long been the center for this type of study.
Nowhere else is this idea of every individual seeking out their
own area of interest more relevant than the library. Today’s school
library takes on even greater significance then in this information
literacy quest. Rather than being relegated to an antiquated tool
that has no significance in the digital age, the school library has
begun to transform into a hub that has the potential to empower
and connect every learner to their unique passion in a number of
exciting ways. The power of today’s library is further enhanced
when students possess information literacy.
Acquiring information literacy skills may seem like a daunting
task. The amount of information is increasing at an incredible
speed and many learners can become overwhelmed by the
sheer amount of information available. That is why the American
Association of School Librarians developed a set of information
literacy standards for K-16. This easy to use set of standards
gives learners the tools to locate, evaluate, select, use, and
share information in an effective way.
The scientific process is the second arm of research in the
DREAMS model. The scientific process is well known to all and
has already been discussed as a companion tool to design
thinking. When dealing with the sciences, students must always be
prepared to develop a hypothesis and then test it by controlling
for various variables. Information literacy along with a deep
understanding of the scientific process will allow DREAMS learners
to be effective researchers.
DREAMS FOCUS ON CONTENT AREAS
The fields of engineering, art, math, and science are rich with
learning opportunities. These areas also overlap in many ways
so that students may use their knowledge of math and science to
tackle an engineering project. Through their use of art and design,
they can then move forward with the development of a unique
product that meets a specific need. Steve Jobs and the team at
Apple used this approach when they invented the Macintosh
computer. Having new technology was not enough. How the
technology looked, felt, and interfaced with the user was just as
important. Knowledge of the content areas and the attempt to
answer questions found within the content areas give DREAMS
education a reason and place to focus.
DREAMS EXAMPLE
How does the DREAMS model work in the real world? One
example comes from the Encinitas Union School District. Fifth and
sixth grade students at two of the district’s schools were presented
with a challenge. The district was located along the Pacific
Coast in the San Diego area. Students were presented with the
challenge that our oceans were becoming polluted from our waste
and storm water runoff. Our schools were part of this problem.
So what could we do about this? Thus the Storm Water Pollution
Prevention Plan Team was created.
Working with outside experts and district teachers, students were
first presented with the challenge to make a difference. Many
students became so involved with the project that it quickly
changed from a once a week classroom-based experience to a
more frequent free time choice activity at recess and after school.
| 19
Feature Angela Maiers
GUIDELINES OF
PASSION-BASED LEARNING
I was honored to speak at a Future of Education talk that addressed the ways to
bring about passion-based learning in schools, along with experts and colleagues
Amy Sandvold, Lisa Nielsen, and George Couros, mediated by Steve Hargadon.
Here are some of the main points from the talk, along with some additional thoughts
from John Seely Brown, co-author of A New Culture of Learning: Cultivating
the Imagination for a World of Constant Change, and educator Jackie Gerstein.
Originally I had posted nine guidelines as a result of the shared exchange, then
after some further reflection it occurred to me that we needed to add one more
for a perfect “10.”
So while Chromebooks remain the king of large, easy deployments, iPads still have a special place in the classroom environment with
regards to tools like Minecraft, Sphero, drones, and quadcopters; and the creation of high-quality video and photography, including tools
like stop motion and screen annotation. Google Classroom’s native app also allows multiple students to use the same iPad much more
easily. For example, students can take pictures and send them straight to Classroom and when the Classroom app is installed students gain
a "share as" option for Classroom when handling files and media.
In reality, pitting iPads vs. Chromebooks might be a false dichotomy. Every time the two of us have this debate we end up in the same
place: a mix of devices and an open mind is really what’s best for kids. Check out the following chart, compiled with help from numerous
educators and friends, to see how each device stacks up where it counts.
• REACH OUT TO THE DISENFRANCHISED. We say that
we want creative, passion-driven students, yet we reward the
opposite. Standards-based education stifles engagement and
passion in students. While drop-outs are considered to be
lazy and unmotivated, many are simply not interested because
they don’t understand the relevance of what they’re being
taught. We’re rewarding students who are best at obedience,
memorization, regurgitation, and compliance. And those who do
succeed in school often don’t know what to do when they get
out. We need to prepare kids to be successful in the real world,
not just while in school.
• SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL. Passion
is the narrative of mattering. It’s that simple and that difficult. Everyone has a deep-rooted drive to know that they matter to
others and that what they’re doing matters. When you’re doing
work that matters, with people who matter, you’re willing to suffer
and study more. Passion-based learning is not about matching
students with topics that interest them, it’s about presenting subjects
to students in a way that’s relevant. People gain empowerment
when they’re doing work that matters and is respected. Angela
Maiers suggests that a class essay rubric may seem irrelevant for
some, and that having students surf the web to identify writing
standards that are “worthy of the world” may engage them to
take ownership of their writing.
20 |
• INDOCTRINATE PASSION INTO THE SYSTEM. We must
switch from a control narrative in the classroom to a passion
narrative. While our education system allows continuity between
grade levels, provides a streamlined performance metric, and
“teacher-proofs” schools, assessment-based education can
quell the creative process in teachers. Lisa Nielsen writes in
her Innovative Educator blog: “Are we going to lose another
excellent, passion-driven teacher to a compulsory system of
education that as Seth Godin so aptly expresses, ‘only values
compliance not initiative, because, of course, that’s what’s
easiest to measure.’” School mandates paralyze educators
from taking a close look at their passion for learning. School
administrators should support teachers and empower them to
be creative. Teachers and leadership, as exemplified by those
from Aurora High School in Ohio, can read books like PassionDriven Classrooms (written by panelists Angela Maiers and
Amy Sandvold) to discover ways to use more passion in their
classrooms.TheIsland School is an example of a public-financed
school in New York City that’s implemented a schoolwide
enrichment model focusing on talent development and nurturing
multiple intelligences.
• TRY USING THE SCHOOLWIDE ENRICHMENT
MODEL. Passion-based learning is about finding a “hero,”
learning what makes him/her successful, and acquiring the
practices and the norms of established practitioners in that
field. The Schoolwide Enrichment Model identifies student
strengths, nurtures skills, and creates authentic opportunities
for students to utilize these skills not just as students, but
as practicing professionals providing experiences and
opportunities to work and learn with others in the fields in
which they are interested. If a student takes interest in the
culinary arts, watching the 60 Minutes interview of Jose
Andres, following up on studies of molecular gastronomy,
volunteering at a local soup kitchen and exchanging recipes
with a network of cooks is far more enriching than simply
taking a cooking class. Jackie Gerstein said: “I realized that
it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that
contributes to success as a culinary artist.”
• DIGITAL MEDIA IS KEY. Students can read and view media
about their heroes and possibly even connect directly with
them. John Seely Brown, a notable passion-based proponent
and keynote at the New Media Consortium this past summer,
says that passion involves an extreme performance with a
deep questioning disposition. Without digital media, this
quest is not possible in formal education.
• TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. Social media and Personal Learning Networks (PLNs) are
necessary. Teachers need to publish their innovative work
and share it with their personal learning networks. It’s also
important for teachers to help students get connected to PLNs
via social media.
• BECOME A DIGITAL CITIZEN. If for no other reason, than to
be able to guide students. Students need to be shown what’s
appropriate and instructive with social media in and out of the
classroom. Schools’ banning of social media sites impedes this
process. Having teachers and students learn side-by-side can
provide great opportunities for building respect and openness.
• PASSION IS INFECTIOUS. Being around passionate people is
the best way to become passionate. A passion-driven teacher is a
model for her students. Teachers must be able to lead in the areas
that they’re passionate about (whether this be in the classroom or
after school). They must demonstrate that they have lives outside of
school and that they are well-balanced people. Being transparent
with students and building relationships with them beyond the
classroom can help drive learning – students work harder with
people who matter to them. The Science Leadership Academy, for
example, uses Facebook as a means of connecting students and
teachers to each others’ interests. Students and teachers even do
things together outside of the classroom.
• CONNECT WITH PARENTS. Building relationships between
parents and schools is crucial. George Couros says that having
a pre-conference at the beginning of the school year with parents
allows teachers and administrators to listen to parents talk about
their kids and gives parents a chance to tell the school what their
competencies are and where their expertise lies. Teachers can
then create “resident expert” walls. By identifying strengths and
talents of parents, parents gain a sense of recognition and human
value – they feel engaged. This leads to opportunities for parents
to teach topics that they love within the school.
• CONNECT WITH TEACHER LIBRARIANS &
SCHOOL LIBRARIES.
When we talk about guidelines for Passion-Based Learning, there is one classroom on the school campus that has always been completely
dedicated to this approach, and that classroom is the school library. It is the center (hub) of student centered learning and our teacher
librarians are essential in any healthy Passion-Based Learning context. They are the recognized lead Information Literacy specialists. Our
students need an accepting, safe place that is interdisciplinary, multi-grade level, and collaborative, with a dedicated teacher that supports
first what our students want to learn and supports the process of how to learn just about anything!
Angela Maiers is a pioneer in digital literacy and
education technologies. An award-winning educator,
author, and speaker known for her work in education
leadership and innovation, Angela works tirelessly
to bring compassion-driven learning to classrooms
around the world.
| 21
Feature Lee Araoz
PASSION-DRIVEN LEARNING FOR EDUCATORS:
USING THE GENIUS HOUR MODEL FOR PD
As the standardization of education continues to
infiltrate the nation’s classrooms, and high-stakes
testing is directly linked to teacher evaluation, the
unfortunate “teaching to the test” trend dominates in
many schools. Entire school districts have reorganized
programs in which only the subjects being tested
have priority. Elementary teachers can be heard
saying that they have no time to do the “fun stuff”
anymore, let alone the Social Studies and science
curricula. The push to perform has stifled the
individual, creating a climate for the automatization
of an entire generation of learners, and unfortunately
their teachers. Thankfully, there’s a movement that
promotes student choice and innovation in learning
that has been sweeping the nation. This passiondriven movement, which is known as Genius Hour,
or 20% Time, allows students to become innovative
creators of content rather than just consumers of it. In
fact, the Genius Hour model has been so successful
in schools at all levels that this framework can be
used for more effective and meaningful professional
development for educators.
WHAT IS GENIUS HOUR?
Genius Hour is a project-based learning experience that allows
students to explore their passions and encourages creativity in the
classroom. It provides students a choice in what they learn during
a set period of time during school. During Genius Hour, which
usually takes place once a week, students embark on self-directed,
passion-driven explorations where they pursue topics they have
always wanted to study. It is based on Google’s 20% Time where
employees were encouraged to spend twenty percent of their
workweek on side projects. The philosophy behind the idea is
that employees are more productive when working on projects of
their own choosing - ones that they are truly passionate about. The
results were quite astounding, and 20% Time spawned products
like Gmail and Google Maps.
When following their passions, children are more engaged, and
they become more productive just as employees at Google did
when participating in 20% time. Posing the question,"What do
YOU care about?” provides the stimulus for engaged learning.
22 |
The video link below further explains the roots of this exciting
learning activity and shows teachers how to get started with
Genius Hour in their classrooms.
What is Genius Hour? Introduction to Genius Hour in the Classroom
FOLLOW
YOUR BLISS
“If you do follow your
bliss you put yourself
on a kind of track that
has been there all the
while, waiting for you,
and the life that you
ought to be living is
the one you are living.
Follow your bliss and
don’t be afraid, and
doors will open where
you didn’t know they
were going to be.”
– Joseph Campbell
I’ve been facilitating Genius Hour passion projects in my sixthgrade classroom for the past three years and student response has
been extremely positive. My students say it’s the best project they
have ever done in school, and a major highlight is the selection
of their own topics. Researching things they are most interested in
by following their bliss proves that passion-driven learning is truly
motivational. One enthusiastic student recently blogged about her
experience here: Genius Hour Experience by Amy S.
Each year, the Genius Hour topics my students have chosen
get more creative and entertaining. Examples include a study of
accidental inventions, an overview of coding, a idea for open
source vehicles, a step-by-step guide to video editing and an
exploration of the phenomenon of the Bermuda Triangle.
A collection of project examples can be accessed at
smore.com/dgs2v
THE GENIUS HOUR MODEL FOR PROFESSIONAL DEVELOPMENT
I began to think about this essential question as the student enthusiasm for this project continued to grow:
Could this model work to facilitate passion-driven learning for educators in an informal setting?
I visualized the successful application of my idea in these ways:
I envision teachers embarking on pedagogical explorations over a summer break and then beginning
the school year utilizing what they have learned. Their passion-driven professional development investigations will
provide them with new tools for their professional arsenal. Teachers can implement these newly acquired strategies to maximize the
effectiveness of their instruction. Every teacher should make it a professional goal to provide a pathway to success for every student
in their class. The classroom can be like a laboratory where there are multiple opportunities to experiment with new tech tools. It is
okay to take an educated risk. Just like any traditional teaching strategy, it is important to monitor and adjust its effectiveness. Not
every tool proves useful. It is perfectly acceptable to drop an app that isn’t working, but that shouldn’t deter one from getting back
on the tech horse and testing out another.
I envision teachers of all subject areas and grade levels using powerful tools like Twitter to personalize
their PD. Three years ago I discovered Twitter, and it changed me professionally. With over 25 years of teaching experience, I was
invigorated by the endless opportunities for learning that Twitter had to offer. I began absorbing knowledge at an exhilarating rate!
After discovering the innovative, everevolving world of education technology,
I started trying out new applications
in my 6th-grade classroom. My
enthusiasm for EdTech was contagious
and motivational. Technology is
second nature to this generation of
children. It is something they instantly
When I read a
respond to. It is not a novelty; it is
great tweet, I just
a necessity.
ALWAYS
LEARNING!
With my Twitter Personal Learning
Network, PLN, my professional
development is passion-driven
and self-directed. I choose who
I want to follow and what
resources are most meaningful
to me as a professional.
Applications like Pearltrees
and Blendspace allow
me to then curate these
resources and access them
when it’s time to apply
them in my classroom.
The Awesome
Power of Twitter:
Personalized PD
Anytime,
Anywhere
ALWAYS
SHARING!
have to retweet
and favorite it.
#Inspiration
| 23
”Tell me and I forget,
teach me and I may
INDIVIDUALIZATION VS. COLLABORATION
Many teachers may enjoy the Genius Hour PD experience
individually as they explore education topics on their own
time. They’ll appreciate the freedom this model gives them.
remember, involve me
However, there are those who may excel in a more
collaborative environment. Educators can collaborate in
and I learn.”
person or online as they persue similar pedagogy. Teams
– Benjamin Franklin
of teachers can work together as they push themselves to
leave their comfort zones and engage in deeper learning.
The cooperative nature of this model automatically lends
itself to more productive faculty meetings and conference days. When the exploration phase has
been completed, these teacher teams can present their findings to the rest of the faculty. The crucial
component in this type of professional development is CHOICE – allowing for individualized
pathways will ensure that the Genius Hour experience is authentic and meaningful. Teachers
must OWN their PD!!
As educators all know from their experiences in the classroom, it is most meaningful when students are 100% invested in the learning experience.
Therefore, selecting personalized PD topics of study, teachers are more likely to maximize their professional development experience.
THE INQUIRY LEARNING CYCLE FOR
PROFESSIONAL DEVELOPMENT
The Inquiry Learning Cycle can be applied to personalized, passion-driven
professional development. Teachers can use this as a guide through their Genius
Hour journey. Amending the cycle with the additional stage of “I TEACH” would
ensure that educators apply the knowledge from this professional development
experience into their own classrooms.
Consider this as a call to action, imploring educational leaders to offer professional
development in a different way. Most educators would agree that when given
real and authentic choice in the learning experience, students THRIVE, so why
shouldn’t teachers have the opportunity to learn this way?
Embarking on a self-directed, passion-driven Genius Hour Professional
Development experience can invigorate the profession of teaching.
Visit smore.com/gfp0c to view the
Passion-Driven PD Smore digital flyer
describing this stimulating learning
opportunity for all educators.
Using the Genius Hour Model as
a Passion-Driven Learning Plan
for Educators, Teachers will:
Take part in a passion-driven, projectbased learning experience.
Discover the latest ed tech applications
to CURATE, CREATE and SHARE content.
Participate in a hands-on, high-tech
exploration of digital tools and resources.
Utilize the concepts of App Smashing
to maximize communication and
engagement.
Collaborate with colleagues to create
dynamic presentations.
Come away with at least three
takeaways for immediate deployment in
their classroom
Lee Araoz Long Island, New York
Master teacher, instructional consultant and Technology Staff.Developer. Loving husband and father of four.
Avid runner and reader. Working to ignite a passion for learning since 1989.
24 |
CONTINUED FROM PAGE 19
Students began with the process
skills of information literacy.
Utilizing experts, articles, and
videos, they learned more
about the problem and its causes. They then moved into the role
of scientist. They tracked the water flow from their campus to the
ocean. They took water samples along the way and tested them.
They worked with scientists at a local wastewater treatment plant.
They became experts themselves in the science and math behind
the problem. They then went back to design thinking. They
prepared a detailed report of the issues and they brainstormed
solutions to the problems. In this phase, they engineered a number
of strategies to keep waste out of drains including the use of new
types of filters. They tested and retested. Finally, they brought in
art and creativity to design an advertising campaign to bring
their new solutions to life. At the end of the process, the student
researchers presented their findings to the school board and the
county board of supervisors. They submitted their plan and went
to work implementing it and monitoring results. Throughout the
project, these students learned that their actions could make a big
difference when the DREAMS model was used.
Design, research, engineering, art, math, and science make up
DREAMS education. This new STEM based learning model has
the potential to inspire an entire new generation of students to
follow their dreams and pursue their passions.
Timothy B. Baird, Ed.D.
Superintendent, Encinitas Union School District
The Encinitas Union School District (EUSD)
has a long-standing reputation of high student
achievement and has been acknowledged
for its innovative learning opportunities. As
Superintendent, Dr. Baird led the implementation
of a one-to-one digital learning program, which includes a suite of
digital curriculum, for all students and EUSD has been recognized
as an Apple Distinguished Education Program. Dr. Baird¹s
leadership in green initiatives and environmental stewardship
has garnered state and national recognition for the district¹s
conservation efforts, including selection by the U.S. Department
of Education as a National Green Ribbon District. EUSD, with
generous support from the Paul Tudor Jones Family Foundation
and Sonima Foundation, has developed and implemented an
award-winning, comprehensive Health and Wellness Program that
incorporates yoga and character education classes for all students.
www.eusd.net
to implement network infrastructure within schools and to
provide school districts with utilization information for optimal
decisions. The K–12 High-Speed Network may partner
with county offices of education or other local educational
agencies to provide statewide access to training and
resources.
• $900 million: Three-year competitive grant program for high
quality career technical education partnerships with businesses
and the community. The program will allocate $400 million in
2015-16 to small, medium and large partnerships.
For updates: Go to CUE.org for updates and additional
information. Also, go to cde.ca.gov/ for current details on these
and other State funded programs.
John Cradler is President of Educational
Support Systems and the Legislative Policy
Consultant for CUE. He has been actively
involved in developing policy and legislative
proposals for educational technology at
the state and national levels for the past
25 years. He played the lead role in the
development and advocacy for State legislation that established
CTAP and SETS (SB 1510) as well as other State legislation
related to staff development (SB 1882) education technology and
assessment. He has been conducting formative and summative
evaluations of state and Federally funded statewide, regional, and
local educational technology prgrams and projects for the past 35
years. He has served as Director of Technology for WestEd, the
Council of Chief State School Officers, a Teacher Education and
Computing Center (TECC), and the South San Francisco Unified
School District. Contact him: [email protected]; and visit
cue.org/advocacy.
| 25
Feature Barbara Bray
PASSION-BASED
LEARNING
All of us were born passionate learners. We came into the world curious
about everything around us. We had a strong desire to want to talk,
crawl, and walk. Watch a toddler take their first step, and you see
passion-based learning. Listen to a musician practice a difficult piece
until they are ready to perform. Watch a skateboarder try a new trick
over and over — that takes persistence and passion to not give up.
You don’t always see that same type of passion in “school.” In
many cases, school has been associated with pacing guides,
required curriculum, grade-level standards, bell schedules,
grades, and teaching to the test. In these situations, the teacher
or the administration are the ones in control. The teacher tends
to become the one held accountable for the learning. Yet to
really LEARN something, the learner needs to own and drive
their learning.
Are schools designed to
help people learn?
In trying to wrap my hands around learning about learning, I
look to Chris Watkins, an independent consultant and leading
authority on meta-learning in the UK and former reader at
The Institute of Education, London Centre for Leadership in
Learning. Chris’ research has helped me find my passion to
personalize learning by focusing on the learner first. He just
launched a new site where he uploaded over 150 of his
articles, handouts, presentations and publications on learning.
Watkins’ Key Issues chriswatkins.net/key-issues/ shows that
learning is rarely a focus on classroom life. He identified three
sources he called “space invaders” that take up the space as
teaching, performance and work instead of what they should
be focusing on: LEARNING.
26 |
Teaching
“Teaching and Learning Policies,” “Teaching and Learning
Strategies,” and so on would be better if called Teaching
and Teaching Policies! The real attention given to learning
is minimal, and just because a teacher is teaching, does
not mean students are learning. Watkins emphasizes that
we need a better articulation between teaching
and learning.
Performance
Performance tests, performance tables, and performance
management are inventions that influenced the culture of
schools in a way that often creates pressure to perform.
But this does not get the best performance: learners with a
learning orientation do better than those with a performance
orientation and the biggest single variable underlying current
patterns of school performance is whether students are selfregulating learners.
Work
Be cautious of the word “work.” You probably heard
statements like this: “Get on with your work,” “Have you
finished your work,” “Stop copying my work,” and so on.
Chris suggests substituting the word “work” with the word
“learning” so the tensions are clear. The discourse of “work”
shifts the locus of agency: as Harrison, an eight-year-old said
to Chris: “When you work, you work for someone else and
when you learn, you learn for yourself.”
I can relate to Chris Watkins’ “space invaders” during my school
years. The focus on teaching and work that wasn’t relevant to me
changed my thinking about who I was as a learner. I learned
to play the game of school and “do” school so I could get
“through” school.
Why do we have to
change school to focus on
passion-based learning?
Schools change what kids believe they are supposed to learn.
If you ask kids around 3rd or 4th grade what they are learning
in school, you might hear answers around how to behave, be a
good listener, or how to do well on a test. We learned how to be
compliant and follow the rules. Is this really what we want as the
focus of school?
Now it’s time to bring back creativity, joy, and focus on the power
of passion for learning. There are two things you can do to right
away to get a child passionate about learning:
• Model something you are passionate about and share
your excitement.
• Determine each learner’s strengths, talents, and interests so
they can find their passions.
I was telling Julie Rogers Bascom, Service-Learning Coordinator for
Edina Public Schools in Minnesota, that I was writing an article on
passion-based learning. She shared how the following year-long
Passion Projects engaged learners in authentic real-world activities.
[Edina Service Learning /cue.tc/PBL2015D]
All 680 tenth grade learners in Edina High School’s Pre AP
Language Arts Class engaged in a year-long Passion Project,
digging deep into their interests as a way to meet learning
standards. Each learner chose a topic of importance, researched
and investigated the theme they chose and wrote a ten-page
research paper. As part of this course, each learner took action
for an identified problem in their area of interest. One learner who
is interested in computer science held an e-waste collection, filling
two semi-trucks with electronic waste, diverting the waste from the
landfill. One learner, concerned about clean water for a village
where her grandparents live, designed a water filter that would
help filter out excess fluoride from wells in rural India. Another
learner, having been a foster child, lobbied for awareness and
advocated for resources for foster families. Following the servicelearning cycle: IPARD – Investigation > Planning > Action >
Reflection > Demonstration, learners used their knowledge and
experiences from their research to solve community problems by
engaging in authentic service-learning. Since I have been on the journey with Kathleen McClaskey for
over four years to personalize learning, we are finding many more
models and strategies that say they are “Personalized Learning” like
competency education, one-to-one and others that may support
learner-centered environments. But when you look at the bigger
picture, it all comes down to one thing: passion to learn and
changing the focus to learning not teaching. This has been my
mission for over 20 years. Now I’m finding more and more examples
of passion-based learning. Julie’s example of service learning is
more than an assignment. The learners found a problem they were
passionate about and used critical thinking skills to solve it their way.
9 Ways to
Encourage Passion-Based
Learning in your School
1. First few days of school. Get to know your learners right
away before you start teaching. Every teacher and learner
deserves a new opportunity to achieve. Consider waiting at
least two weeks before jumping into academics. If you already
started teaching academics before getting to know everyone,
pull back. Check out Rich Czyz’s ideas for first day of school
cue.tc/PBL2015B.
2. Get to know your learners and their interests.
Invite your learners to share what they are interested in and their
talents and aspirations. Have you ever thought of spending time
one-on-one with each learner maybe schedule a lunch date?
Ask them to start a journal or portfolio so they can share stories
of their interests. Check out Michael Wesch’s Journey to the Joy
of Learning cue.tc/PBL2015C so you too can see each learner
differently.
3. Share interests. Ask learners a pair/share where two share
with each other what they are interested in. Invite them to ask
each other:
• What are three things you are really interested in?
• Why did you choose each of those?
• Which one excites you the most? Why?
Then have them choose one with the help of the partner
to share their first choice with all learners in the class.
Encourage the class to ask questions and provide feedback
with these two prompts:
• I like...
• I wonder…
| 27
WHAT I KNOW
WHAT QUESTIONS
I STILL HAVE
WHAT I'M REQUIRED
TO LEARN
HOW I DEMONSTRATE
WHAT I LEARNED
WHAT I WANT
TO LEARN
MY INTEREST
4. Explore interests. Encourage them to explore their interest and how it might have a connection to the real world. Since you are
probably still a part of the current traditional system, invite your learners to connect to required standards. Have them create a mind map
of their interest and ways they can connect to what they know, what they have to learn, what they would like to learn, how they could
demonstrate that they learned, and what questions they might have.
5. Identify a real-world problem. Sometimes learners cannot connect their interest with a real-world problem. You could start with
a problem where they might be able to make a real difference if they could solve that problem together. Walk around your school and
go outside to observe what is around you. You and your learners may find a problem or issue you never thought about before. This is
called “generative curriculum” which means coming up with questions and direction for learning as you learn.
6. Plan learning. Let them plan together or individually using the following three questions from George Couros that drive PassionBased Learning from his blog, The Principal of Change [georgecouros.ca/blog/archives/5432]:
• What will I learn?
• What will I solve?
• What will I create?
7. Make learning meaningful. Dr. Jackie Gerstein, Ed.D.
[usergeneratededucation.wordpress.com/] shared experiences where
she noticed that there was a problem with how she was being asked to
learn. She was cramming and memorizing information, being tested for
mastery prior to having enough practice time and learning facts with no
context or relevance to what she needed to learn. In her post, she hit the
nail on the head when you wrote, “The unintended consequences of these
artificial and unnatural ways of learning include believing that learning
should be difficult, painful, disciplined, and not fun. She also discussed the
importance of context as relevant meaningful tasks.
28 |
8. Build a new culture of learning. Give good
reasons for learning. Watch this video from Dr. Tae about
the culture of learning [cue.tc/PBL2015C1] with secondary
science teachers and university professors. What is the secret
to learning? Real learning is mostly self-motivated paired with
the right mentor. Read Terry Heick’s article Promoting a Culture
of Learning [cue.tc/PBL2015C2] that walks you through using a
gradual release of responsibility model:
• Show Them • Help Them • Let Them
9. Create a Makerspace. Diana Rendina, (above, right)
Media Specialist/School Librarian at Stewart Middle Magnet
School in Tampa, FL transformed her library to serve as
an informal STEM learning space for her learners. Check
out Renovated Learning [cue.tc/PBL2015C3} to follow her
Makerspace journey.
When I think of all the educators I know who stretch their thinking and go the extra mile like Diana, Julie, Rich, Jackie, and George and
others, I know that no one can transform education alone. We all need to share and learn together. I found my purpose. It is to learn
all I can about learner-centered environments, connect to others who believe all learners can learn their way, and share their stories of
transformation of “school” to cultures of learning. I wrote this quote over ten years ago...
“Go with your strengths and interests, find your
passion and, then discover your purpose.”
I am thinking of changing that
last part to “and your purpose
will discover you.” Has your
purpose found you?
Barbara Bray, Creative Learning Strategist of Rethinking Learning (barbarabray.net), is co-founder of Personalize
Learning, LLC (www.personalizelearning.com), author of Make Learning Personal, and owner/founder of My eCoach
(www.my-ecoach.com). Barbara wrote the professional development column for OnCUE for 17 years, was awarded
the Gold Disk (1998) and Platinum Disk (2009) for her contributions to the advancement of technology in teaching
and learning. Contact Barbara at [email protected] and follow her on Twitter @bbray27.
physical space. Overlook time constraints of calendar years and bell-to-bell school days. Ignore policies that limit reform. With all of these
factors aside, what would education look like?”
- Transforming Ice Age Schools: A Practical Guide for School Leaders (Brady & Johnson)
The school I envision is where our students have an authentic, life long LOVE OF LEARNING (LOL)! I imagine if we could have one teacher
on every school site dedicated to supporting the students and teachers interests. Of course the school library has always been dedicated
to that idea! Let’s make sure we have truly equipped our students to LOVE learning! Let’s create systems where we can say to all of our
students “What matters to you, matters!”
Glen Warren is the Chair of the CUE Library Media Educator Network and the Vice President of the California
School Library Association. He is currently advancing Professional Learning in the areas of: The " What Matters to You,
Matters!” framework, Integrated Literacies for Teachers, and Radical LEAP for Educational Leaders. You can reach him
at [email protected]
| 29
Leading Manufacturer of
Battery Powered Portable PA Systems
Visit us at booth 233 for a special show discount
ESS/bold
conference
800.262.4671
MADE IN THE USA
anchoraudio.com
SIX YEAR WARRANTY
www.idesignsol.com
Your education source for software, technology
and support services in North America.
Call 1-877-730-4770 today for a free quote on these STEM products:
Black background, full color
White background, full color
Black background, grayscale
White background, grayscale
We Accept School Purchase Orders and Credit Cards!
30 |
2015 CALENDAR
For more information: cue.org/events
OCTOBER 10, 2015 • 9:00AM - 3:00PM
Gold Coast CUE Annual Fall Technology
Expo & Workshops 2015
VCOE Conference and Educational Services Center
5100 Adolfo Road, Camarillo, CA 93012
goldcoastcue.org/TechFair.html
OCTOBER 17, 2015 • 7:30AM - 3:00PM
SGVCUE's Annual Tech Fair Rowland Ave. Elementary,
1355 E. Rowland Ave. West Covina, CA 91790
goo.gl/XvLMdB
OCTOBER 23-24, 2015
CUE 2015 Fall Conference SOLD OUT!
Napa Valley, CA
cue.org/fall
NOVEMBER 7, 2015 (ALL DAY)
SDCUE 2015 Tech Fair La Costa Canyon High School
1 Maverick Way, Carlsbad, CA 92009
sites.google.com/a/sdcue.org/sdcue/sdcue-tech-fair/
sdcue-2015-tech-fair
NOVEMBER 14, 2015 • 8:30AM - 12:30PM
CUELA/BCCUE Fall Tech Event Westmark School
5461 Louise Avenue Encino, CA 91316
bit.ly/cuela
JANUARY 23, 2016 • 8:00AM - 3:30PM
EBCUE's Cool Tools for Learning 2016
Carondelet High School
1133 Winton Dr., Concord, CA 94518
eastbaycue.org
MARCH 17 - MARCH 19, 2016
CUE 2016 National Conference
Palm Springs, CA
www.cue.org/conference
FEBRUARY 6, 2016 • 8:00AM - 3:30AM
OCCUE Tech Fest
Mendez Fundamental Intermediate School
2000 North Bristol Street, Santa Ana
occuetechfest.blogspot.com
INNOVATIVE
EDUCATOR ADVANCED
STUDIES CERTIFICATE
INNOVATIVE EDUCATOR
Fresno Pacific University and CUE
invite you to join the
Innovative Educators
Advanced Studies
Certificate Program
enrolling NOW and beginning on
NOVEMBER 8, 2015.
Students will complete 18 units of
innovative education courses through
CUE and FPU continuing education.
A Leading Edge Certification and the
certificate for the IEC program will be
completed by the end of the program.
The cut off date for entering the IEC
cohort is November 19!
For more information and to register, vist
cue.org/iec
Non-Profit Org.
U.S. Postage
PAID
K/P CORPORATION
94578
CUE, Inc. | 877 Ygnacio Valley Road, Suite 200 | Walnut Creek, CA 94596
phone 925.478.3460 | fax 925.934.6799 | email [email protected] | website www.cue.org | twitter @cueinc
REGISTRATION NOW OPEN
SPOTLIGHT SPEAKERS
Lisa Highfill, Cindy Moss,
Luis Perez, Joyce Valenza
Friday, March 18
HADI PARTOVI
General Session
Keynote
6
NATIONAL CONFERENCE
PALM SPRINGS, CALIFORNIA
MARCH 17-19
CUE2016.org #CUE16
Saturday, March 19
PEARL
ARREDONDO
Closing Keynote
PLUS:
Don't miss
the
Thursday
Kickoff Ke
ynote!
Now at a
new time:
8:30 - 9:3
0 am

PASSION PASSION

Transcription

Similar documents

Formal Worldwide Studios Bozak CMA-10-2-DLC Build

What is Picture Cueing?

State Kremlin Palace_eng

American Tokyo Daydream III

RosieManual.

The New Radio-Vision Mind-Reading Code

camp mechuwana - National Cued Speech