Wouldn't it figure that any attempts to draw close to God, step out in faith, or attempt a new project, yields opposition. Is it the devil? Is Murphy's law true?
Maybe, maybe. Now I could go through the history of Murphy's law and its coinage at Edwards Air force Base. Or I could discuss the seemingly more applicable and older sod's law rooted in some idiomatic European saying. But, the question of validity still remains. If anything can go wrong will it? Well, maybe the best way to support a quip is with a quip. So here are a few:
An ounce of prevention is worth a pound of cure.
Measure twice: cut once.
“It does not do to leave a live dragon out of your calculations, if you live near him.”
― J.R.R. Tolkien "The Hobbit"
If you fail to plan, then you plan to fail.
Is there a pattern? I used to say that some of my best lessons came from my hip pocket. However, truth be known, they were often fraught with mountains of ambiguity that only added to rapid hair loss. In spite of my planning fiascoes, the idea may have had merit enough to engage student participation which was why I thought it was successful. Regardless, having a plan attempts to foresee the hair pulling teeth grinding hinderances and steer clear of as many as possible.
My tips:
In spiritual matters and reaching toward God and following His will one must know to expect a blow below the belt by the enemy of your soul. Your only plan is to count on a smashing punch to your most vulnerable spot. Jesus talked about the forceful advance of the Gospel which indicates that a conflict is ensuing. In other words, this is war. But, know this; God is on your side especially flinging everything down and allowing Him to take control. He isn't in the failure business. The only caveat, His idea of success may be different than ours. Don't give up!
For projects, lessons and those areas that we can plan for, remember these three words: analyze, draft, and develop. If you are familiar to instructional design than you probably recognize this as the first three phases of the instructional design model ADDIE.
Start by breaking things down, delving into where you want to target, determining resources an so forth. This is where Edwards Air Force Base used Murphy's law to seek out any possible flaws that would disrupt a plan. From that breakdown, devise a plan to avoid the POTENTIAL disruption or flaws. From there you can draft, hone, and develop your plan that will set you on a sturdier path.
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The search for Truth
I'm laying on a hospital bench with my 7 year-old sleeping in the bed next to me. His blood sugar is 4 times higher than it should be, yet down half way from where it was. He is a sweet boy who also has autism.
Why is the word that I have mumbled to God for the last few days: I was even reduced to, "It isn't fair." My son is going to endure sticks and pokes daily for the rest of his life. He doesn't even know he is not a neuro-typical (normal) child yet, now this. It is definitely easy to ask the above questions of God.
When my wife took him to the E.R. his glucose levels were above 600. According to the Mayo clinic, at that level a person is in diabetic hypersomolar syndrome and at risk of going into a coma. His glucose though wound up rising to a little over 800 before his first of many insulin shots which did bring it down. When my wife called me about this I had to slip away to hide for a few moments. I want God to heal and take this hardship away from my son. In the end I could only say, "He's yours."
From an instructional design point of view, there is a lesson to be learned. As I write this post I was reminded of Evangel University's old slogan: All truth is God's truth. The epitome of learning is the search for truth regardless of the concentration. The absolute Truth is that the Word of God became flesh and dwelt among us. Jesus is the embodied Word of God. He is the Way, the TRUTH and the Life. What is Truth: it is God.
So, "What is Your sovereign, will God?" That is my question. It isn't easy, but the Truth is, God is sovereign over every situation. HE is the preeminent reigning authority: He knows the ultimate best. Furthermore, Jesus is the way (The straight level highway) to Truth in everything even for Micah, but not only Truth: Life.
What is to be learned: the Truth. God really knows what is best.
Why is the word that I have mumbled to God for the last few days: I was even reduced to, "It isn't fair." My son is going to endure sticks and pokes daily for the rest of his life. He doesn't even know he is not a neuro-typical (normal) child yet, now this. It is definitely easy to ask the above questions of God.
When my wife took him to the E.R. his glucose levels were above 600. According to the Mayo clinic, at that level a person is in diabetic hypersomolar syndrome and at risk of going into a coma. His glucose though wound up rising to a little over 800 before his first of many insulin shots which did bring it down. When my wife called me about this I had to slip away to hide for a few moments. I want God to heal and take this hardship away from my son. In the end I could only say, "He's yours."
From an instructional design point of view, there is a lesson to be learned. As I write this post I was reminded of Evangel University's old slogan: All truth is God's truth. The epitome of learning is the search for truth regardless of the concentration. The absolute Truth is that the Word of God became flesh and dwelt among us. Jesus is the embodied Word of God. He is the Way, the TRUTH and the Life. What is Truth: it is God.
So, "What is Your sovereign, will God?" That is my question. It isn't easy, but the Truth is, God is sovereign over every situation. HE is the preeminent reigning authority: He knows the ultimate best. Furthermore, Jesus is the way (The straight level highway) to Truth in everything even for Micah, but not only Truth: Life.
What is to be learned: the Truth. God really knows what is best.
Pencil Tech
I recently responded to question in a discussion forum for my technology committee. The question was: what technology is used most in our school? I was first to respond with a pencil.
Ok, I was being a little silly knowing the principal was talking about electrical devices, however, I would contend I am right. Every class requires the use of pencils. Laptops, iPads, Netbooks and so on are only used occasionally.
Most people might not consider the humble pencil technology, but it is. Here is my argument. Compare a pencil to a computer as they relate to the definition of technology. Here's the link, but come back: http://i.word.com/idictionary/technology
There isn't really any difference. The pencil was birthed in the 1560's with the discovery of graphite. It was first sandwiched between wood in 1565 and has been in use ever since. Regardless of the lengthy history of a writing device that has never had lead in it, it is a tool to enable a process, whether writing calculating, or creating art. I must also mention that not all pencils are the same quality. If the graphite is not centered the pencil will not sharpen by many sharpeners, and I could drone on about variations, types, and the like.
The point (pardon the unintended pun) is: this is one technology that should remain in a class regardless of the type of classroom. If you teach a class where students aren't writing down their thoughts on the subject, drawing, making maps or whatever. Maybe you should give it try. You may be surprised at the increased learning.
Ok, I was being a little silly knowing the principal was talking about electrical devices, however, I would contend I am right. Every class requires the use of pencils. Laptops, iPads, Netbooks and so on are only used occasionally.
Most people might not consider the humble pencil technology, but it is. Here is my argument. Compare a pencil to a computer as they relate to the definition of technology. Here's the link, but come back: http://i.word.com/idictionary/technology
There isn't really any difference. The pencil was birthed in the 1560's with the discovery of graphite. It was first sandwiched between wood in 1565 and has been in use ever since. Regardless of the lengthy history of a writing device that has never had lead in it, it is a tool to enable a process, whether writing calculating, or creating art. I must also mention that not all pencils are the same quality. If the graphite is not centered the pencil will not sharpen by many sharpeners, and I could drone on about variations, types, and the like.
The point (pardon the unintended pun) is: this is one technology that should remain in a class regardless of the type of classroom. If you teach a class where students aren't writing down their thoughts on the subject, drawing, making maps or whatever. Maybe you should give it try. You may be surprised at the increased learning.
The fountain of youth
How many movies have been made about the search for the fountain of youth over the years? Well, I realized I found it this evening in the Bible: Psalms 36: 8-9. The Bible says, (8). "They feast on the abundance of your house; you give them drink from the river of delights.
(9). For with you is the fountain of life; in your light we see light.
This may not be an instructional design tip, but in the day to day walk, it is easy to allow the metaphoric darkness cloud our vision of God's Light, His fountain of Life. Jesus said, "I am the Way, the Truth and the Life..." The fountain of Life is real: it is in Jesus.
(9). For with you is the fountain of life; in your light we see light.
This may not be an instructional design tip, but in the day to day walk, it is easy to allow the metaphoric darkness cloud our vision of God's Light, His fountain of Life. Jesus said, "I am the Way, the Truth and the Life..." The fountain of Life is real: it is in Jesus.
Sound boards
I love pod casts. Of course I am a fan of talk radio. Ok, I have to confess that I will occasionally tune into Ira Glass' This American Life, even though it sadly and most often brutally depicts man's depravity: it is produced with a high degree of eloquence.
Anyway, getting back to the podcast talking about sound boards. A sound board is either a series of hyperlinked icons or text that links to a specific audio file. These can be developed with A variety of programs and apps to include Power Point. This is done by creating a panel of images, buttons, or text boxes each linking to an audio file on a separate slide that houses the audio file. I could see a number of instructional uses for this including using them with students on the autism spectrum. Such media would be perfect for social stories. However, in a classroom soundboards could be used for vocabulary, character studies, or even biographical or historical accounts. Similarly, character studies and/or accounts would be a great center idea for biblical exploration. By the way, the podcast was CBT Cafe video tutorial, and he demonstrator does a nice job of explaining how to creat a soundboard on PowerPoint.
Anyway, getting back to the podcast talking about sound boards. A sound board is either a series of hyperlinked icons or text that links to a specific audio file. These can be developed with A variety of programs and apps to include Power Point. This is done by creating a panel of images, buttons, or text boxes each linking to an audio file on a separate slide that houses the audio file. I could see a number of instructional uses for this including using them with students on the autism spectrum. Such media would be perfect for social stories. However, in a classroom soundboards could be used for vocabulary, character studies, or even biographical or historical accounts. Similarly, character studies and/or accounts would be a great center idea for biblical exploration. By the way, the podcast was CBT Cafe video tutorial, and he demonstrator does a nice job of explaining how to creat a soundboard on PowerPoint.
Hyperstory
My family listens nightly to Brian Hardin’s Daily Audio Bible Podcast, which you can check out at Daily Audio Bible.com. Anyway, in the past few days he has been reading the New Testament portion of Scripture specifically in the Matthew. It has elicited a great deal of reflection for me on the parables that Jesus used. I realize that he was a master teacher yet had a great handle on multimedia as well. One parable that has really stood out for me is The Wicked Tenants.
The Wicked Tenants is a confounding parable that really displays Jesus' masterful storyteller skills, as well as his awareness of multimedia. Now, one might see his stories as masterful, in that they are still dissected today for the genre, prose and content of message, but to say he understood multimedia might seem a stretch.
However, this story is actually an example of a hyper-story because Jesus gave the participants the opportunity to choose how it would end. What was so unique about this parable was that he sucked the rulers of the day in so deeply to the riveting story that they could not help become emotional with their response. They collectively wanted to grind those wicked tenants to powder, and only after they responded did they understand that they were explaining what should happen to them. Interestingly, Jesus confirmed their assessment in such a confounding way, that they really couldn’t figure how they were targeted through the metaphor of the cornerstone. The prophetic elements of Jesus’ allusion to Old Testament Scripture are so striking that it is amazing.
Looking at how Jesus used the hyper-story with ending options to create powerful platform for learning. Jesus’ intent with this parable hit the mark exactly. Even though they didn’t seem to get the message, they got the right answer which was exactly as he intended. The appeal of this story to multiple sensory modalities as well as the emotional demand is a powerful manipulation of language that makes one experience overwhelming empathy for the landowner. Putting it into context of God the Father being the landowner and Jesus being the son adds to a desire to Love on the Father who endured such agony as well as the son. What a wonderful picture of the Father’s personal agony and Love not only for his son, but his “vineyard” as well.
BYOT
I have been contemplating the notion of "Bring Your Own Technology for a while and was recently reminded of how we discount what students might want. Sadly, in my own experience, students walk into the classroom with more technology in their back pocket than we offer them to use. Fortunately, this is slowly becoming less true, as schools move to the notion of 1:1 computing, but with tightening budgets, moves to 1:1 seem far fetched.
I had a conversation with an 8th grader this morning who showed me a video he had created with another student. He had used an application on his phone. It was a cool application that allowed his subject to disappear and then reappear. It was pretty cool to be honest. The problem was, that he is a troubled student with a shortened schedule. Midst the conversation the principal stuck his head out the door to inquire grumpily why the kid was here so early. Why, he wanted to be there. In his words "My mom doesn't care about me and usually doesn't wake me up. I just happened to get up early sometimes so I wind up sitting in the office for 45 min.
Interestingly his eyes lit up when talking about using his phone or other technology in school. We are missing the boat with this kid, and he is not alone. I was reminded that my almost three-year-old can grab a mobile device and navigate to a desired app before we can catch her. My seven-year-old will text and FaceTime with me. Our six year-old taught himself to read in one month a year ago using an online reading program. What can I say?
BYOT, Why...because schools need to embrace the digital native's desire to learn, not discount their views, teach responsibility not abolish the use, create environments that support each child, not isolate them because of their uniqueness.
I had a conversation with an 8th grader this morning who showed me a video he had created with another student. He had used an application on his phone. It was a cool application that allowed his subject to disappear and then reappear. It was pretty cool to be honest. The problem was, that he is a troubled student with a shortened schedule. Midst the conversation the principal stuck his head out the door to inquire grumpily why the kid was here so early. Why, he wanted to be there. In his words "My mom doesn't care about me and usually doesn't wake me up. I just happened to get up early sometimes so I wind up sitting in the office for 45 min.
Interestingly his eyes lit up when talking about using his phone or other technology in school. We are missing the boat with this kid, and he is not alone. I was reminded that my almost three-year-old can grab a mobile device and navigate to a desired app before we can catch her. My seven-year-old will text and FaceTime with me. Our six year-old taught himself to read in one month a year ago using an online reading program. What can I say?
BYOT, Why...because schools need to embrace the digital native's desire to learn, not discount their views, teach responsibility not abolish the use, create environments that support each child, not isolate them because of their uniqueness.
Centers in the classroom
I sat looking about my room as students busied themselves. Was the use of technology in the classroom today adequate? I gave my class their assignment, were my stations truly targeting multi-sensory modalities? This is a key question to ask when designing any learning event regardless of the age of the learner I believe.
There has been quite a bit of talk about differentiated instruction. Well, I have come to believe that a degree of differentiation can be embedded in the learning just by adding layers of multiple sensory modalities to the learning activities. The brain processes the information with greater clarity. When that happens, even challenging activities become more engaging as the activity stimulates more areas of the brain. The better and more complete the engagement, the richer the learning experience. If planning a lesson try to include as many sensory modalities as possible for a deeper learning experience.
There has been quite a bit of talk about differentiated instruction. Well, I have come to believe that a degree of differentiation can be embedded in the learning just by adding layers of multiple sensory modalities to the learning activities. The brain processes the information with greater clarity. When that happens, even challenging activities become more engaging as the activity stimulates more areas of the brain. The better and more complete the engagement, the richer the learning experience. If planning a lesson try to include as many sensory modalities as possible for a deeper learning experience.
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