At the beginning of the school year I took the section on mobile devices in my classroom and made a significant change. Originally it began with the change from “Cell phones, mp3 players, and other electronic devices are not allowed in the classroom to removing the word “not”. I told them to take out these devices on day one and had these looks of worried shock that I would be confiscating these things (and with full disclosure, until last year, I did just that). Once they were all out, I told the kids to use them. They look around the room confused. I then explained how we would use iTouches, mobile phones, smart phones (e.g. BlackBerries), etc… in the classroom daily.

This began rockily as they didn’t think to use them for research, but we began using phrases like “Use your technology to…” or by modeling on my own mobile phone use. I would say safer several weeks the students began replying to problems that emerge in classes in new ways, and I suddenly realized these questions were coming from further online research by the students at their desks. I’d be discussing something and wouldn’t be able to answer a question, but then suddenly one of their peers would raise his or her hand and explain to the peer what they hoped to know. By doing so, he or she is now teaching others (which has a 90% retention of information rate).

I continued this exciting usage in class through out the fall semester. At the beginning of the spring semester I asked the students to procure a copy of Twelfth Night and mentioned the full text could be found online, and then I told them when the text was due. The next week when books were due, several people were sitting at their desks with just BlackBerries, iTouches or iPhones. I was disappointed that they did not bring their materials to class and began to call role and ask for their plays. When I hit the first students without a paper book in front of them and asked where his play was, he held up his mobile device: “right here, Mr. Adams”. He flashed his screen at me, and I quickly went over to his desk and there was Twelfth Night open on an ereader app on his device. Oooops. My fault.

This kids took what I’d been teaching them and flipped it to a need from their own, but I didn’t realize it because I hadn’t thought that way yet. As I went around they all had their play, and I would say more than 30% of them did not have any paper copy at all. Two students had laptops, one had a netbook, and the others had mobile devices. And not every device was expensive. Some people had basic phones where they could save “notes”. Here they had note #1 which was Act I. Note #2 was Act II. And so forth. (My question still revolves around annotating these files!)

Last week my students were finishing up this Twelfth Night unit and building a poster (yes, yes, paper and markers). Many students had out their mobile devices and frankly there were probably a few people responding to questions of when work will be over or when the peer groups for Mr. X’s class will be meeting. Looking over one girl’s shoulder, she was looking up the use of the literary device “place” in the play so she could use that on her poster.

While this activity was occurring, I was observed by a district evaluator. In part, the comments on the informal write up were “why are so many students texting during your class when they should be learning”?

cc licensed flickr photo shared by The Pylon

I felt the need to explain my pedagogical processes (especially since these evaluations are worth $6k+), so I wrote a response that I sent over to district. Hours later I was called to my administrator’s office. She had the email I’d sent to district in front of her and wanted to know what I was doing in my classes.

I explained about the pedagogical approach to mobile technologies in my classes, how the students synthesize the materials, teach each other supplementary information learned online, and present that information to the class and students. I discussed how there will always been people who abuse the situation and when it’s reflected in grades, that discussion is between me and the student separate from the classroom. She seemed relatively interested but hesitant; I then mentioned briefly that it was in my management planned approved last July. She relaxed a bit, turned, picked up my plan, and asked me to locate that section. I showed her the paragraph disclaimer that delineated my classroom objectives for mobile pedagogy. She smiled widely and, I think, was relieved it was there.

She said she was eager to hear what I find but even being called in and even getting the evaluation in the first place, really shows how far we need to go and change the philosophies of schools’ administrations.

cc licensed flickr photo shared by jk5854

Reading Alan Levine’s blog post entitled “What? Another Do X A Day Project?” this morning got me thinking. See, I participated in National Novel Writing Month in 2004, 2005, and 2006, and last year I spent several evenings surfing through Alan’s (and D’arcy’s) 365 Flickr challenge. I knew nothing about this challenge and thought anyone who wanted to shoot a photo a day for a year would be crazy, but as Alan wrote, “I find these challenges very rewarding, especially the ones that you convince yourself that you can’t do before you try.” It’s true.

Today, a few hours after reading that post, it got me thinking again as I discussed Into the Wild and Chris McCandless’ foolish journey into Alaska that ultimately killed him. We challenge ourselves with those journeys we’re not sure if we can finish. Sometimes we don’t, like the young person who is not up for the challenge for a full year of AP and “drops down” to onlevel (most of whom come back later and tell me, honestly, that they’d made a bad decision). Sometimes we do, like my wife who isn’t an avid book reader and less of a writer (although I LOVE when she does because she’s hilarious!), who has just finished her own National Novel Writing Month novel.

We have experiences that make us who we are. These define us. They are rites of passage. For Chris McCandless, it was his “Great Alaskan Adventure”. For Alan, it’s currently the PF Chang’s Rock ‘n Roll Marathon here in Phoenix this winter. For others, it could be getting a driver’s license, going away to college, turning 21, or a first job. For me, it could be a blog post a day for all of December. It could be finishing my own 365 day challenge which included my own face in each photo, or it could be editing 2004 novel that I’d like to share with others to get feedback from people more successful than myself, so I can be more like them because maybe I am up for the challenge of publishing. Maybe I will succeed or maybe I will fail, but I will try and I will not give up.

I’ve been teaching Into the Wild, the journey of Christopher McCandless, since early in 2005 so when Changing Hands Bookstore announced that they were bringing Jon Krakauer to town I was stoked. Into the Wild seems to touch more of my students than any other required novel. Last month Krakauer released his next nonfiction novel- the story of Pat Tillman. Before Bush made him the propaganda poster boy for his wars, mostly only people in Arizona knew Tillman as the NFL safety who walked away from a $3.6 million dollar contract to join the Army.

While I know less about Tillman and don’t have developed comments of my own without researching more and reading the Krakauer book about him, Where Men Win Glory, I do know McCandless. My AP classes just finished Into the Wild and as wanted to know if McCandless was elfish or selfless. We had wild debates about this topic in class, but we never came to any sort of conclusion. Toward the end of one of these hour long debates, I suddenly thought of Tillman. At first I hated Tillman because of what he represented by the government, but as I think more and more about it, I hesitate to pass judgment.

When we arrived at Dobson HS tonight, I discovered close seats near the podium and was excited to be about 20′ from where Krakauer would speak. After a short wait, the Changing Hands person came up to introduce Krakauer who was right behind her. We had our touch with fame as he walked within 10′ of us. I shot several pictures as he began discussing Tillman. He began a slideshow of he made of photos and videos from Afghanistan when he was researching Tillman and he read the excerpt where Tillman was killed.

Afterward he opened for questions and most were about Tillman. One or two people wandered into a discussion of Under the Banner of Heaven or Into the Wild, so I figured my question wouldn’t be too far off. He called on me pretty quickly. I explained to him that I’ve taught Into the Wild for the last five years and he actually thanked me. I then told him I couldn’t understand how Tillman could not give up everything without some idea that he’s be glorified for what he was doing. Krakauer agreed and discussed with me how Tillman’s journals argued back and forth the very point about walking away from his wife and family for his country.

Next I asked him my second part. Was McCandless selfish and how do the journeys of these men parallel. Krakauer told my questions was great and really tough to answer. He talked briefly about Tillman, and he said my kids should continue the discussion about McCandless in class: “You students should keep talking about that. I’d love to sit in on that conversation.” Wow. Wouldn’t we like that? He did move on before talking any more about McCandless and after a few more questions, the hosts had to cut off questioning so he could sign.

I was in the B group so I wanted a short 10 minutes before getting in line. Several people I ended up knowing were there and said my question was profound, and what did I think the answer was. Or what did I think Krakauer thought it was. It was my turn to find out.

The line moved quickly and I got up towards the end to get my books signed. I reminded him who I was, and then I said, “Well, is McCandless selfish?” Krakauer looked up at me and answered. “Yes, he was selfish and rightfully so.” He went on to discuss with me the familial problems McCandless faced and we discussed my teaching his novel. I thanked him as he asked about my British version of Into the Wild that I had him signed, and then we parted ways with a hand shake. For me, this was like meeting a rock star.

APLang_Podcast1_July2809

Podcast transcript
This is Devon Adams and today is July 24th 2009. Welcome to the first AP Language & Composition podcast. The purpose of these podcasts is to relay information about the AP Language class at Basha High School. My goal is to get these out weekly or biweekly depending on the materials being covered in class.

Welcome juniors to AP English. This year prepares you for the AP Language & Composition exam administered by the College Board in May 2010. Today’s topic is the AP Examination and Dual Enrollment.

This time of the year I get a lot of questions about the difference between taking the AP Examination and taking this class for dual enrollment, so I am focusing this entire podcast on this one question.

First of all, let’s talk about each separately.

Many of you took a test called the Asset Test in the spring time in our cafeteria. You should have received a copy of those scores already, but if not I have them in my class. This is NOT the AP Exam; that is completely separate. This is a placement test used for the Maricopa Community College District colleges (including Mesa Community College and Chandler Gilbert Community College) to confirm that you have met certain academic requirements to be accepted into a college English program.

Once you have scored high enough on this test, you are invited by me to take AP English 11 for dual enrollment credit. This means you’d pay the MCC tuition for 3 credits, which I believe is approximately $230.00. This payment would enroll you in English 101 at MCC, and you would take AP English 11 for both college credit and high school credit. You do the same exact work as all of your classmates and you do not have to go to MCC at all. At the end of the Fall 2009 semester, you would be awarded 3 college credits at MCC with the same grade you receive in semester 1 of AP English 11.

MCC’s credits transfer directly to BYU, ASU, U of A, and also NAU. NAU is the only school that also requires you to complete the second semester of freshman college English (called English 102), and you can take that online or through my MCC course anytime before you graduate from Basha. If you are considering an out of state school, it is your responsibility to check with the admission office to see if they would accept your Freshman Composition (Eng 101) credit through dual enrollment.

If you choose to dual enroll, you will sign up through me in August. The dual enrollment option has absolutely nothing to do with the AP Examination in May 2010.

The AP Examination is the culminating assessment for AP Language & Composition. This is an internationally recognized test that is accepted (for varying scores) at universities through the entire world. Payment for the examination is approximately $86.00 and nothing is paid until second semester. Information on testing is given to you to take home to your parents. It is expected that most of you do take this test.

The AP Examination is what we will prepare for all year in AP Language. Unlike dual enrollment, there is no guarantee to pass this examination but the AP Exam is recognized in more schools.

Some people ask why should we dual enroll when we’re testing at the end anyway. This is a good question and there’s no easy answer. Dual Enrollment tuition is much cheaper than university credits would cost, but if you’re going out of state your school may not accept these credits. But three credits in dual enrollment is guaranteed (as long as you pass the class) while passing the AP Examination is not a guarantee.

I have seen students go to schools like ASU after doing dual enrollment and taking AP Exams and walking in there as sophomores. It all depends on so many variables. I would personally recommend taking dual enrollment since you’re sitting in the class anyway and doing the same work as everyone else. If you are financial unsound and need assistance is paying for the course, MCC does have a scholarship program. Basha also has a scholarship program for the AP Exam fees in the spring time.

Ok, I hope this initial podcast has answered all of your questions about AP exams versus dual enrollment. Up next time will be a discussion of the summer readings, which I am sure you have all completed.

I’ve always been under the impression that students appreciated getting due dates well in advance so they can plan ahead. I know parents appreciate deadlines way in advance. About six weeks ago now we gave an assignment to make a WIKI for class. I think my biggest mistake was not making stuff due all along. Like weekly. Of course, part of that was not wanting to grade it weekly. The wiki is due tomorrow, and tonight EVERYONE is working on it. Not a week ago. Not a month ago. Tonight. Some kids haven’t logged in since the day I asked them make an account. Now they are all logged in. Frantically trying to finish their work. Frustrated. Freaked out. Ugh. I also gave them full collaborative access to the rubric so they could add their “two cents”. Out of 80 kids, probably a dozen bothered looking at it. Next project, they get ONE DAY notice, since that’s all they use anyway.

Last year at this time, you, students, knew more. Part of this may’ve been your preparation in the past, but I feel like part of this is my fault. See, the last couple of years I had the curriculum all planned out and I really enjoyed my job. This year, things are different. Planning is more confusing and not as solid. Part of this was changing things to correlate to APUSH, but there’s probably much more than that. I know right now that my students aren’t as prepared as they’ve been in the last few years. Sure, some students are doing well, but many of them came in knowing how to write. Having an idea of how to write. But you know what? You’ve not done AP timed essays yet? By now last year I can guarantee at least two if not three. I’ve scheduled one for October 16th, but is that soon enough? It’s as soon as I can. I know this sounds random but it’s what’s on my mind and I’ve not written recently. We’ll see how it pans out.

This week I am at the AP Institute in Bellevue, WA. Last year I came to this same institute alone, because I’d heard it’s the best around. I agree. Last year it rocked, and my presenter was the Chief Reader for AP Language. The beginning of the week began a bit quieter until my friends Ryan & Laura drove up; we spent week nights together after the conference and then the weekend before I flew home. This year I brought about 25 people with me. Ryan asked about coming up again, and I apologized that with so much work to do here this year I would be relatively MIA. I asked if that bothered him, and I didn’t hear back so I assume it was a problem. It’s cool. I just hope to see them again soon, and if they were in town, I’d keep worrying that I wasn’t seeing them enough.

So now here I am again, and Perry High sent Shirley Crabtree to this same conference. I didn’t realize how much I missed her until I saw her again, knowing in 3 weeks I wouldn’t see her every day. Sitting in my room. Copying with me. In-servicing with me. Talking with me. Teaching with me. I’ll miss that, and even talking with her about curriculum mapping, I realized we’d never plan together the same again. Sure, we’d share ideas. Sure, she’d give me her advice, but never would we be on the same page day in and day out, again.

As for the overall conference, I didn’t realize how much I like quiet traveling. This time I am mostly surrounded by my friends and peers. Out of class, we’re at dinner or walking somewhere. In class I am with my new friends, reading, working, thinking. Sylvia, my instructor, is amenable albeit a but flighty (but that’s her charm), and our group is smaller. Last year there were thirty of us, and I could zone out if I wanted. This year I can’t.

I need to work on our AP Calendar. I need to work on our English 11 scope & sequence. I need to revamp things, and I wish I weren’t level lead, but I am. I trudge away in the work that has become me.

Last week we “hired” a new AP Language teacher. As you may know Shirley Crabtree is headed to Perry, so we desperately needed someone. We did discuss in house people, and Ken James had someone in mind. When Liza and I met her, we were really excited and recommended her to district immediately. She seemed to click immediately, albeit, like Shirley, I need to go through the technology with her. Her name is Kathy Deakin and she comes to us from Highland High School by way of ASU. More about all of this as it transpires.

At the end of the week I had a sit down with my new boss, Ken James, who is a pretty cool guy. I wanted to talk to him about American Studies and the trip to Boston. He explained how team teaching has and has not worked in the past, and the successful scenarios are similar to how I now teach with Mrs. Crabtree. We also briefly discussed how school policy and rules work, and overall, we just had a nice discussion for a couple of minutes. I am pretty stoked about the change.

We’ve begun going to talk to the current Sophomore Honors students about AP English & American Studies. Mostly the course curriculum they disregard until we get going because there’s just too much, and typically they can’t wrap their minds are AP vs American Studies vs AP Exams vs Dual Enrollment. I get a lot of the same questions each year, and I should start an FAQ or something! Anyway, this year we decided to start them on the technology early early… Like Now. Students are required to log into Gmail and create an account. My goal is then to reply immediately so my email is in their address book. I then add them to gTalk and open their contact book where I add them to my APES 0809 mailing group. Some of the students are also NHS now, so I add them to that, too. This way in July, I don’t sit for hours doing this. I’ve begun finding some on chat and one even thanked me for forcing the classes to use this set up!

This student also wanted to know when I would set up a Google Group for the 08-09 APES. I told him to remind me tomorrow night and I would do it. The group’s main purpose is to be a space where the students can begin dialogging about the course, the summer reading, the teachers, etc… I think it’ll really help.