First, we're happy to announce that the team has identified and fixed the issue with the YouTube conduit; you can now find and add videos from YouTube to your library and posts. As always, thanks for your patience!
The other news we have today is about a new addition to the Six Apart family: TypePad Micro, a new free level of TypePad that is streamlined for microblogging. We see a new form of blogging emerging that lives between the quick status updates of Twitter and Facebook and the long-form posts of "classic" blogging; TypePad Micro is designed to meet that need. You can read more about TypePad Micro in Chris Alden's post on the Everything TypePad blog.
A lot of the new capabilities we've added to TypePad this year were actually inspired by some of the best things about Vox: favoriting, member profiles, a dashboard to follow other bloggers, and easy ways to post content from other social media sites. But the things that make Vox different from TypePad are still there: Vox has always been -- and still is -- the best place for "friends and family" blogging, where you're in control over who sees what. TypePad, on the other hand, is built for the blogger who wants, no, craves, attention.
Do you have a passion or interest you want to share with people beyond your Vox neighborhood? If so, we'd love it if you tried out TypePad Micro. Maybe you've always wanted to start that obsessive blog that's just about waffle restaurants. Or want a place to share videos of your favorite band (Jonas Brothers, anyone? Anyone? ...). TypePad Micro's great for those topic-specific blogs. Take it for a spin and let us know what you think.
On the Vox front, our designers are working on some cool new themes (coming soon!). We'd also love to hear your thoughts about where we should take Vox in the coming year. What are the key things you'd like to see for Vox? If you've had a chance to use TypePad this year, what are the features there that we should bring over to Vox? And, if you're thinking big thoughts, how could we connect the Vox and TypePad communities in order to bring together bloggers and their shared passions? Your feedback is really important to us, so please leave a comment here, or shoot me a message.
And again, thanks for your patience as we found and fixed the YouTube bug!
~ daisy
As many of you have noticed, the YouTube Conduit is not working. I am so sorry about this; I know how frustrating it is.
The team is looking into how to get this fixed and I will update you as soon as I hear something. In the meantime, not all is lost... There is a work-around for posting videos.
When you're in the Compose Screen, just click on "embed." Ignore the fact that it says "Widget" before everything because you can definitely use this to embed videos as well. You'll just need to input the embed code from the video, enter a title (if you want) and hit OK.
It might not show up perfectly in your compose screen, but when you hit "Save," your video should appear just the way you wanted it to.
Hopefully this will allow you to keep posting videos while we figure out what's happening on our end.
As always, thanks for your patience.
Go forth and fill your libraries with media.
Seriously, thanks to everyone for being so amazing and patient. You are the reason I love Vox.
The Tunica River Park affords a host of opportunities for people who are seeking to understand the historical importance of the Mississippi River's usage from its beginnings with the Native Americans and conquistadors up through it's present-day significance as a major channel for transporting goods and individuals through the American midwest. In an ideal world my students would be able to visit the park and take advantage of the plethora of exhibits and time periods featured at the museum. However, structuring this time to maximize my students' learning must be undertaken carefully so that my students get the full effect of the academic experience of the Tunica River Park and do not simply view the excursion as pointless field trip.
Some of the before school activities that I could have my students complete are:
1) Completing a KWL chart to document students' knowledge prior to visiting the Tunic River Park
2) Researching the history of the Mississippi River and how it has been used in the past by disparate groups
3) Visiting a local river (i.e. the Yazoo River) and having students read about its historic regional significance
Some of the activities I could have my students complete while they are at the Tunic River Park are:
1) Creating a timeline to document the settling of the area around the Mississippi River
2) Describing the work of major figures who settles or worked along the Mississippi River
3) Formulating a schedule for other groups of students to complete a walking tour of the park on their own visit
Some of the activities I could have my students complete after their visit to the Tunica River Park include:
1) Finishing their KWL chart by filling in five things they learned from their visit to the Tunica River Park
2) Developing a community service project to spread the word throughout the Delta about the river's import
3) Writing a persuasive letter to a member of Congress urging them to allot money for sharing the river's history
When teaching in the districts that MTC places us in, tangible success is often hard to come by. Failure seems to be what is constantly in our face as we think of all the things that our students are doing besides learning, all the places that our students will likely end up besides college, and all the classroom management issues we face that make us want to roll over and call out sick. Every. Single. Day. Still, it's in the little things that teachers anywhere but especially in "critical needs" districts must focus on to maintain drive and focus and continue doing what too many others have deemed highly improbable or flatly impossible for centuries: educating poor Blacks.
In many of these districts MTC teachers teach in standardized tests are seen as foreboding signs of eminent doom and embarrassment. In these places, teaching "to the test" is often resorted to as the means through which educational salvation is reached. Teaching to the test is one thing but when you're in a school environment where, from day one, what's communicated to teachers is that teaching to the test is the ONLY thing, well then you're at KIPP. On some level this is understandable as testing determines so much at charter schools like KIPP from our enrollment to our ability to woo private funders to the very renewal of our charter with the state of Arkansas. However, I cannot help but shake my philosophical belief that I have more important life skills to teach my students than finding equivalent fractions and answering multiple choice items using process of elimination.
In any event, our big state test in Arkansas is called the ACTAAP or the Benchmark Exam. KIPP Delta in Helena has some of the highest test scores in the state at the middle school and high school levels. Last year, 94% of our 7th graders at KIPP Delta scored proficient or advanced on the mathematics Benchmark Exam compared to 66% of 7th graders statewide and only 33% of students in Helena-West Helena's regular public school system. What makes this even more remarkable to many is that our school is 99% Black, 99% free/reduced lunch, and in the heart of dilapidated downtown Helena close by local housing projects, gang territory, drugs, and prostitution. Last year's 7th grade math teacher who got these results was so successful that she has been given the green light to found her own school which will be opening in Blytheville, Arkansas in the fall of 2010 as a new KIPP middle school. She's only a year older than me. The venerable 7th grade math slot was thus available when I applied to KIPP this past spring and who teaches this course with the districtwide spotlight on it now?: me. The Black, hood guy from Harvard with two years of (social studies) teaching experience who's a few credits away from a master's degree in education.
Anyway, to my success story. In preparation for the end-of-the-year Benchmark Exam we take practice Benchmark Exams every month. We chart the progress of our students and use the practice Benchmark Exams to target particular students and skills for remediation and re-teaching. Results are scrutinized for hours on end at the individual, school, and district levels. It is highly nerve-wrecking to see where your students are at month-by-month and to know that the results will be known almost immediately by your peers and superiors and reflect your quality as a teacher. Lovely. In any event, the first practice Benchmark Exam we took was in late September. We took a second one two weeks ago in late October and although the success or failure of my students on the September exam could largely be attributed to what my students came into 7th grade knowing, my school director was clear in communicating that the October exam's results would be all my own.
Much to my surprise and the surprise of many a colleague, I'm sure, not only did my students' scores increase from the first to the second practice Benchmark Exam but these were the only scores that increased in any grade level, in any subject area at the entire school. Fifth, sixth, and eighth grade math scores went down. Fifth, sixth, seventh, and eighth grade literacy scores went down. Fifth, sixth, seventh, and eight grade reading scores went down. Fifth and seventh grade science scores went down (we don't do sixth and eighth grade science testing). ONLY 7TH GRADE MATH SCORES WENT UP!!! I was elated when I saw the numbers displayed on the dry erase board at our faculty meeting the night we stayed at school until 10 p.m. grading exams and inputting results on our district network for more scrutiny. When looking at the individual students and their performances from the first to the second practice Benchmark Exam, I also noticed that most of the students whose scores increased were taught by me and not by the more experienced and better respected 8th grade math teacher who takes 15 of my 7th graders into his algebra class each day.
That's wassup. Right?
I was just told that the Amazon Conduit will be fixed by tomorrow. I will post here as soon as I get word that it's back up and running.
I know this has been frustrating and I am sorry there wasn't more I could do to make it less so. I really appreciate your patience though.
Cheers,
Bad news. As many of you have probably noticed, the Amazon Conduit was not fixed in the last week's release. Unfortunately, there was an undetected bug that is preventing the conduit from working.
We are working on this bug fix and hope to have the Conduit back up and running this week.
I will keep you posted.
Thank you for being so patient.
Blog Action Day is every October 15th, when blogger are asked to post something about a single issue to show our strength and conviction as an online community. It's a great way to feel connected to the greater good, and the participation of so many bloggers to support the world's leading non-profit organizations is something you can do to help, right now. By blogging today, you're supporting some of the world's leading non-profits and sharing your voice for change.
This year's topic is climate change, and we'd love to read your thoughts on the topic. If you participate, leave us a link to your post in the comments, so we know to check out your post!
Go to www.blogactionday.org to learn more, get a badge for your blog showing your participation, and see some ideas for your post on climate change.
Can't wait to read your posts!
~ daisy
To be honest, after a second perusal of Ruby Payne's A Framework for Understanding Poverty I'm not sure how I feel about it. Two years ago when I first blogged about the book I had this to say. Oh, the days when I was a fiery leftist blogger.... I still feel Payne overly generalizes a very large, exploited population whose absent voice in a book such as this speaks volumes. I still feel it is inherently absurd to think you can understand poverty, the lifestyles of many people in poverty, or other such deeply complex and malleable concepts by reading a book. I still feel that the myriad holes in Payne's argument makes it as useful as a two-dollar bill in the vending machines on the first floor of Guyton. However, I do hear more of what Payne was trying to get across after having taught for two years in one of the poorest places in the nation.
The research article that I read was "The 'Building Tasks' of Critical History: Structuring Social Studies for Social Justice" by Wayne Au. It was published in Social Studies Research and Practice in July of this year. In the article, Au looks at two case study lesson plans by social studies teachers who actively seek to raise the consciousness of their students around social justice issues. The author utilizes discourse analysis where people "use language to operationalize certain 'building tasks' in order to express meaning, ideology, values, and other aspects of our identities in a given situation." Au concluded that these lesson plans were quality classroom pedagogical devices due to their service as vehicles for students to critically question social relations historically and in the present-day context. In doing so, he dismissed the claims of some that lesson plans stifle the true learning process by assuming that the planning and executing instruction occurs in some sort of linear fashion to a "predetermined endpoint."
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