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Entries from November 1, 2009 - November 30, 2009

Monday
Nov162009

Who owns your lesson plans?

In the NYTimes article, "Selling Lessons Online Raises Cash and Questions," Winnie Hu details a niche market I'd not thought much about. (Thanks to Ernie Cox on AASLForum for the pointer to this.) Have you as a great teacher created a great lesson plan or teaching materials? Sell them online to other teachers.

I am not quite sure how to feel about this. Our profession seems to be one that shares freely and openly by nature, but has no qualms about buying text books or other teaching resources from commercial vendors. It's easy to say that those materials created during one's off-hours should be owned by the author, but since when has teaching been a 9-5 job? Are good teaching materials created in the performance one's job owned by the school or by the individual - regardless of when they are created? (Technology has made both the creation and distribution of excellent teacher-made materials indistinguishable from commercial products, as well.)

Post-secondary institutions seem to have dealt with this matter in contracts and agreements. Maybe K-12 teaching contracts need to openly address the issue as well.

I have always made materials and tools I've written in the course of my job freely available online, but neither have I worried much about including them along with support materials in books and articles I've sold. I've lost no sleep over this.

Have we all become entrepreneurs in this long-tail economy?

Sunday
Nov152009

Warsaw impressions

The guide pointed out these now sealed holes in Lubomirski's bathing pavilion, a lovely 17th century building in Warsaw's Lazienki Park, during the first stop of the tour and asked why they were there. Flag poles? Something from an earlier structure? No. They were holes for dynamite charges placed by Nazi's at the end of WWII meant to completely destroy the building. While they didn't get the chance to set these charges, the Germans did destroy 85% of the buildings in this city and kill over 50% of its civilian population.

Building in Wilanow Palace gardens

You wouldn't know that 60 years ago, there was little left of this old city sitting on the banks of the Vistula. The buildings, streets and people are back, rebuilt in the original style. Business is robust and shopping is national pastime despite it being only 20 years since the Poland was under the thumb of the Soviets. But past history seems very, very close here.

Those who've read any Polish history (I re-read Michner's excellent Poland just before coming here) know that this country has been the battle ground for a millennium. The Tatars, Swedes, Prussians, Austrians and Russians have all battled, destroyed and annexed this crossroads at one time or another. A weak central government delayed modernization for centuries. For over 100 years, the country of Poland did not exist politically. Yet, as Michner writes, "every Pole is born with a brick in their left hand and a sword in their right hand." Poles rebuild.

Were it not gray November, this would be a city as lovely and vibrant as any in Europe. But as one of the librarians with whom I am working here put it, Warsaw has three kinds of days - gray, grayer and grayest. The sun goes down at 3:30PM. It's rained four of the five days I've been here. And the ever present reminder of the Nazi occupation during WWII and Soviet oppression is reflected in every museum and monument.

Chopin sculpture, recreated from a small model, after the original was destroyed. Site of concerts in the summer with the benches surrounded by red roses.

As long ago as the 16th century, Warsaw's emblems have included a mermaid.

 The Warsaw Mermaid sculpture in Old Town

The legend says that two mermaid sisters in the Aegean were tired of the hot weather and decided to find a better place to live. They swam out through the Straits of Gibraltar. Iberia was far too hot. They continued north where one sister found the Danish peninsula to her liking (becoming the inspiration for Hans Christian Anderson's Little Mermaid), but the other continued through the Baltic Sea to the mouth of the Vistula and kept swimming to Warsaw. She was promptly captured by a fisherman then rescued by a farm boy. In gratitude, she pledged to protect the city. Personally, I am not sure she gets real high marks for her efforts.

 

The infamous Jewish Ghetto, where 25 people were crammed in 600 sq ft apartments and given a diet of 300 calories a day, no longer exists. But this monument (and others) stand in memory of the suffering and the uprising that speaks to the honor of going down fighting. Unlike Berlin and Washington DC, Warsaw does not have Holocaust Museum. Yet.

Moat surrounding Old Town.

Perhaps because I am rather a scary looking soul in my damp overcoat and gray stocking cap, I received no smiles or nods as I passed people on the street. Seasonal Affective Disorder must set in early here. That and the fact I've learned no Polish - even a few words.

The one bright spot I've enjoyed is the American School of Warsaw. Like so many international schools, it is small with a devoted staff, a diverse student population, an outstanding facility, and a strong educational program. In the school, smiles are returned.

I'd like to come back to Warsaw in the spring or summer. I am sure it would rival any European capital in charm and beauty. But in present memory, it is and will remain a gray place.

Thursday
Nov122009

Scott Adams's questions

Dilbert cartoonist Scott Adams writes an insightful and humorous eponymous blog. After a day of making decisions with only part of the information he felt he needed, he recently asked, "How do you make descisions with incomplete knowledge?"

It made me reflect on all of the little rules one develops over the years for handling decisions without the benefit of sufficient data. You always start with the easy questions, such as...

  1. What do the experts say you should do?
  2. How much experience do the experts have with this question?
  3. Does the expert have a conflict of interest?
  4. What's the worst thing that could happen?
  5. How easy is it to switch course if you choose wrong?
  6. What information can you find on the Internet?
  7. Who has made this choice before? Were they satisfied?
  8. If I delay, will I learn something more that is useful?
  9. Is there a way to do a limited test?
  10. Does the decision make logical and mathematical sense?
  11. Do the experts make this choice with their own money?
  12. What do the well-informed people in my situation usually do?
  13. What does the competing vendor say about this vendor?
  14. Have I seen all of the alternatives?

Those are the questions with relatively clear or quantitative answers. It's the next category of questions that intrigue me, because they involve pattern recognition, and I can't always tell whether I am being influenced by fear and bias, or keen intuition informed by my experience. The questions in this category look like this...

  1. Does this situation follow a pattern I've seen in scams?
  2. Is someone giving answers that seem intentionally vague?
  3. Is information conspicuously missing?
  4. Is someone trying to rush me?
  5. Could someone unscrupulous easily take advantage of me?
  6. Have I regretted this sort of decision before?
  7. How do I imagine other people will react to this decision?
  8. If the expert is so smart, why isn't he rich?

What questions would you add to the list?

I don't think a week goes by that a teacher doesn't email me asking if an e-mail is spam - even those that seem most obvious. (Uh, do you actually have an account with that bank that wants you to verify your information?) I don't think a day goes by that I don't have to make quick choices based on limited information. Even big choices that are well-reseached often leave on a little concerned about evidence that may have a political or hidden bias.

Personally, I think we've moved beyond having a complete knowledge of any situation that requires a decision - there is just too much to sift through online. An educated guess is about as good as it gets.

But Scott's set of questions is a good one to have our students and staff think about when it comes to evaluating information.

Is it possible to make decisions anymore that are "beyond the shadow of a doubt?"

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