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Education Stories

The stories below come from Joel Montgomery's experiences in the area of public education.

The stories represent the "tip of the iceberg" of Joel's experience in this area.

You will also find stories related to public education in the Coaching Stories, Consulting Stories, and Innovation areas of this web site.

2009 Presentation--Using Audio Books to Improve Reading and Academic Performance

Follow this link to view a Camtasia 6 (MP4) video of this presentation.  Follow this link to view the Adobe Presenter version of this presentation.  (You will need Adobe Acrobat Reader version 9 or higher to view the presentation.  You can download the reader here.)  For more information or for a printable version, visit http://joelmonty.wikispaces.com/research.   

Follow this link to view this presentation on TeacherTube.

Adjunct Instructor-College of Education--Florida International University, Miami, FL

Context

Teach teachers and teachers-in-training the human side of teaching.  The program was offered at Florida International University, the state university of Florida in Miami.

Challenge

Develop an innovative, experiential learning program that assists teachers and future teachers to "learn while doing" and to build their confidence and competence in the "human factors" involved in education--self esteem, body language, learning process, integration of experience and learning.  Develop innovative performance metrics that will accurately measure participant involvement in learning activity.

Actions

Joel wrote and published the three versions of the Human Relations Workbook in which he introduced extensive experience-based learning experiences and performance metrics applied in the course.

Joel taught (coached and facilitated learning for) 350 teachers-in-training between July, 1998, and June, 1990.

Students signed "learning contracts" upon entering the course.  Grades were based on measuring the involvement in each of the learning activities available through the course.

Results

340 of the 350 attending earned more points than required for an "A" in the course. 

Students reported that the course was "life-changing" for them and for their careers. 

The key distinguishing factor in the course was the introduction of an approach to learn through "disciplined reflection on experience."  This approach became the core of a new understanding of learning that was the subject of a three-year research project leading to a successfully completed dissertation.

Time-frame

July 1988 - June 1990

Dissertation Research-FIU-Miami, FL

Context

Completing the dissertation requirement for a doctorate degree in Adult Education and Human Resource Development at Florida International University, the state university of Florida in Miami.

Dissertations are required to add to the body of knowledge about the specific topic, field of study, problem or question.

Challenge

Based on the learning results experienced while introducing reflective learning to teachers-in-training, Joel decided to explore research in multiple areas of learning to grow understanding of how humans learn from reflection on experience. 

Action

Building on research and personal experience, Joel worked for a year to create a "meta model" describing the process of human learning.  Once the meta-model was created, Joel designed an qualitative and quantitative research study to test the effectiveness of the model and conducted the experiment with 200 teachers-in-training.  Joel then trained others to interpret the qualitative results of the study.

Results

The research added to the refinement of Joel's "meta-model" of learning.  The qualitative results confirmed that people can, through guided practice, build their skill in reflecting on their experience and in moving to more expanded perspectives. The quantitative results were not statistically significant.

The dissertation was published and Joel earned his doctorate degree in 1992.

Time-Frame

June 1990 - June, 1992

"Do-it-Now-Workshop-Series"

Challenge

Design, develop, market, and deliver a series of public seminars designed to  assist participants to practice and to apply life and career changing concepts and techniques.

Action

Designed, developed, marketed, and facilitated the "Do It Now" series of public seminars in Hollywood, Florida, that encouraged participants to build their personal performance change plan for their lives and careers.   

Outcomes

Participants left the seminar series with a working "game plan" for the next steps in changing their performance.

Time-frame

1990

American Red Cross

Context

Coordinate a volunteer event-CPR Sunday-involving 200 Red Cross volunteers in providing CardioPulminaryResucitation (CPR) free to 800 people on  in Ft. Lauderdale, FL on November 10, 1991.

Challenge

Work with an executive team of volunteers to locate a site, coordinate promotion, donation of volunteer time and equipment, and work with

Action

Guided all aspects of the event, securing support, volunteers, and participants for the event.  

Outcomes

800 people were trained in CPR life-saving skills, free of charge.

Time-frame

September-November,1991

Using Technology in Education

Maintaining a Global Connection Using Web Conferencing

Context

ELA Comm Workshop for 200 communication professionals from Europe and Latin America participating in a 2.5-day "hands-on-learning" event in Cannes, France.  (See http://www.joelmonty.net/training/training.htm for more.)

Challenge

Allow a Senior Partner from the United States practice to communicate via the Internet in a two-way conversation with conference participants.

Action

Set-up web-cam conference capabilities in the home of the Senior Partner in Los Angeles, CA, and in the meeting room in Cannes--using laptops with Internet access in both locations.  The laptop in Cannes was connected to a projector and sound system.

Outcomes

The web-conferencing was successful and both the Senior Partner and the conference participants were able to engage in dialogue which all could see, hear, and participate in.

Time-frame

May 1998

The Impact of Climate Change on Arctic Animals--Multidisciplinary Thematic Unit

Context

Twenty seventh and eighth grade English language learners (ELLs) in a middle school in Elgin, Illinois, participating in a Language Experience class involving the use of computers to improve English proficiency.

Challenge

Engage the students in learning by involving them in library research, online research including National Geographic and a variety of approved research sites for content concerning climate change and arctic animals.  Have them work in groups to produce a Microsoft Powerpoint presentation that communicates what they have learned from their research and to make recommendations regarding human interventions to help save the animals.

Action

Students picked their favorite arctic animals from their visit to the library and used National Geographic for Kids (online) and other sources to see the impact of climate change on their animals.  They then worked for three weeks to prepare a Microsoft Powerpoint presentation in English sharing what they had learned and making recommendations for interventions. 

Outcomes

All of the students completed their projects successfully.  One student went beyond the requirements and converted his presentation to a PhotoStory movie.

Time-frame

February--June 2008

Family Migration History Project

Context

Fifty seventh and eighth grade English language learners (ELLs) in a social studies class at a middle school in Streamwood, Illinois.

Challenge

Engage the students and their parents in learning by having them work collaboratively to develop a set of questions to ask their parents regarding where they came from and why and details about the culture they left and the characteristics of their journeys.  Working from the questions, students would interview parents in English and in their native language and would make a video recording of the results of their interviews.  Primary source documents (keepsakes) would be digitally preserved and made part of the presentations.

Action

Students in each of three classes came up with questions, interviewed parents, and were recorded on video.  Students having primary source materials did bring them in to be digitally preserved and made part of the presentation.

Outcomes

Approximately 80 percent of the students completed the project.  Technical issues with the audio prevented the distribution of DVDs to parents.

Time-frame

August--December 2008

Web-2 Collaboration and Participation

Context

Seventy-five seventh and eighth grade English language learners (ELLs) in social studies and Language Experience classes at a middle school in Streamwood, Illinois.

Challenge

Assist students to engage with learning by working collaboratively using Web-2 technology supported by audio recording capability and the use of computers at home, in school, and in public libraries.

Action

Created a series of Wikispaces websites to enable student learning and secure exchange of ideas.  (See http://drmontgomery.wikispaces.com for the websites.)  Modeled collaborative writing in class and helped students access free software to record their assignments verbally.  Converted all reading into digital audio students could access via CD-players or MP3 players.

Outcomes

A knowledge-base using the Wikispaces websites was created for the academic year.  Students participated as they wished in the different features provided.  Students had full access to a variety of activities and all assignments via the Internet as well as in class.

Time-frame

August 2008--June 2009