I confess that I probably don't use the internet often enough when I am planning my lessons. But, when I occasionally do, I really like the website readwritethink.org. It's created by the International Reading Association and it has a lot of really good ideas for teaching reading. I've been trying to learn more about using electronic books with my students and the link below is a lesson plan that centers on reading skills through the use of digital photos and a slide show. Even though it is for Kindergarten, I think it could be adapted for most elementary grades, as well as special ed and foreign language. Enjoy!
http://www.readwritethink.org/lessons/lesson_view.asp?id=1010
Sunday, November 18, 2007
What Did I Learn This Semester?
Thinking back over the semester, I feel that the most important items I learned in this course centered around our reading from Friedman's The World Is Flat, as well as the activities that went with that section of the course. I had never really thought about how technology will impact the lives of the students we are currently teaching and preparing for the future. Through the reading in Friedman, as well as the info provided in Shift Happens, it became clear to me that our students are going to need to be able to constantly adapt to new changes in technology in order to have successful lives. So, it's very important that our curriculum center on teaching students how to learn, rather than on specific skills that may become outdated. One way to do this is to provide our students with time to use and experiment with technology. When we had to create the video assignment in class, a lot of us figured it out through trial and error. By providing our students with these types of assignments and opportunities, we will be helping them to develop their abilities to learn new things, while also becoming confident users of technology. In the past, I have shyed away from just letting my students "play" on the computer because I didn't feel like that was a good use of their time. I now realize that there are many life long benefits to this type of practice and I plan to make time for my students to experiment with technology in the future.
One other thing that really impacted my thought process during this course was the style in which Professor Bachenheimer taught us. I was very impressed with the many different engaging activities and teaching methods he used with us. (ex. blogs, U tube clips, the class in the tech center where we voted on line, partner and group work that simulated real situations, specific readings rather than entire texts, etc) I think a lot of times people approach adult learning/teaching in a way that is much different from what the research defines as good teaching. Most of the workshops and grad school classes that I have taken center around power point slides, lectures, and lengthy readings that never get discussed. Clearly, we would never rely entirely on these methods to teach our students. So, I appreciated the time and effort that went into teaching this class in a way that was creative and engaging. As a potential future administrator, I would like to utilize this perspective when working with the teaching staff. It is more interesting and engaging, which should lead to increased learning. It also models the type of teaching that I would want my teachers to be using in their own classrooms.
One other thing that really impacted my thought process during this course was the style in which Professor Bachenheimer taught us. I was very impressed with the many different engaging activities and teaching methods he used with us. (ex. blogs, U tube clips, the class in the tech center where we voted on line, partner and group work that simulated real situations, specific readings rather than entire texts, etc) I think a lot of times people approach adult learning/teaching in a way that is much different from what the research defines as good teaching. Most of the workshops and grad school classes that I have taken center around power point slides, lectures, and lengthy readings that never get discussed. Clearly, we would never rely entirely on these methods to teach our students. So, I appreciated the time and effort that went into teaching this class in a way that was creative and engaging. As a potential future administrator, I would like to utilize this perspective when working with the teaching staff. It is more interesting and engaging, which should lead to increased learning. It also models the type of teaching that I would want my teachers to be using in their own classrooms.
Sunday, November 4, 2007
Orange Middle School
After reading the Star Ledger article about Orange Middle School, I was impressed with the many changes being made to the school's structure in order to positively impact student learning. This is one example where being identified by weak test scores has lead a school to make improvements and progress. It sounded to me like students, families, and staff were benefiting from the new, smaller school structure, as well as the many newly established programs that encouraged collaboration and communication.
As far as commendations, I felt that the best decision that Orange Middle School made during the restructuring process was to organize the 600 middle school students into 5 smaller houses. This structure, most commonly used by middle schools, allows students to more smoothly transition to the middle grades from elementary school. It also allows students to form closer peer groups, as well as stronger relationships with their teachers. All of these factors make them more comfortable in school and better able to learn. I also thought that the school's development of weekly discussion groups that included administrators, teachers, and students was very innovative. These types of groups allow students to express themselves, while also forming relationships with peers and teachers. Involvement in this type of activity most likely has a positive impact on self esteem and social growth, two factors that are crucial during an adolescent's development. The groups also allow teachers and administrators to be more aware of the issues with which their students are dealing. This awareness should help them to create lessons and programs for the general student body, while also enabling them to better provide needed guidance and counseling to individual students.
In the area of suggestions for further improvement, I thought the school might want to consider how they could include parents/family members in the teaching staff's twice weekly meetings about curriculum and individual students. These team meetings could become a time when the teaching staff met with parents to discuss concerns/issues/strategies. The teams might even want to consider conferencing by telephone (or email), if the parents/family members were unable to physically come to the school building. By involving the families of their struggling students in the meetings, the teachers might be able to more quickly and effectively impact the progress of their at risk students. Another suggestion would be to establish an after school tutoring program. This type of program would benefit the students that come in with behind grade level skills (as mentioned in the article), while also providing them with a safe environment for part of the afternoon/early evening. I would think that the school would qualify for state or federal monies to fund this type of program. If not, the school might want to consider shifting the hours of a few teachers in order to provide a tutoring program.
Overall, I was impressed by the changes that Orange Middle School made in a very short time period. By continuing to monitor progress and make needed changes, Orange Middle School may not need as much state monitoring and involvement in the future. Also, possible changes to NCLB may make it possible for this school to monitor its' individual progress (as suggested by one of the teachers in the article), rather than try to make the AYP established for all of NJ. This particular school faces ALL of the challenges of middle school students, PLUS ALL of the challenges of a low income area (I don't envy them). I admire the dedication of the administration, staff, community, and students and wish them well.
As far as commendations, I felt that the best decision that Orange Middle School made during the restructuring process was to organize the 600 middle school students into 5 smaller houses. This structure, most commonly used by middle schools, allows students to more smoothly transition to the middle grades from elementary school. It also allows students to form closer peer groups, as well as stronger relationships with their teachers. All of these factors make them more comfortable in school and better able to learn. I also thought that the school's development of weekly discussion groups that included administrators, teachers, and students was very innovative. These types of groups allow students to express themselves, while also forming relationships with peers and teachers. Involvement in this type of activity most likely has a positive impact on self esteem and social growth, two factors that are crucial during an adolescent's development. The groups also allow teachers and administrators to be more aware of the issues with which their students are dealing. This awareness should help them to create lessons and programs for the general student body, while also enabling them to better provide needed guidance and counseling to individual students.
In the area of suggestions for further improvement, I thought the school might want to consider how they could include parents/family members in the teaching staff's twice weekly meetings about curriculum and individual students. These team meetings could become a time when the teaching staff met with parents to discuss concerns/issues/strategies. The teams might even want to consider conferencing by telephone (or email), if the parents/family members were unable to physically come to the school building. By involving the families of their struggling students in the meetings, the teachers might be able to more quickly and effectively impact the progress of their at risk students. Another suggestion would be to establish an after school tutoring program. This type of program would benefit the students that come in with behind grade level skills (as mentioned in the article), while also providing them with a safe environment for part of the afternoon/early evening. I would think that the school would qualify for state or federal monies to fund this type of program. If not, the school might want to consider shifting the hours of a few teachers in order to provide a tutoring program.
Overall, I was impressed by the changes that Orange Middle School made in a very short time period. By continuing to monitor progress and make needed changes, Orange Middle School may not need as much state monitoring and involvement in the future. Also, possible changes to NCLB may make it possible for this school to monitor its' individual progress (as suggested by one of the teachers in the article), rather than try to make the AYP established for all of NJ. This particular school faces ALL of the challenges of middle school students, PLUS ALL of the challenges of a low income area (I don't envy them). I admire the dedication of the administration, staff, community, and students and wish them well.
Sunday, October 28, 2007
Curriculum Mapping
A.) What is the purpose of curriculum mapping?
Curriculum mapping attempts to organize the curriculum content taught at many different levels (a single grade, an entire school, even a school district). This process takes the following variables into consideration: pacing, local/state/national standards, essential questions and objectives, and assessment. It also encourages teachers and administrators to work collaboratively to consider available resources, support networks, and connections between classrooms and disciplines in order to complete curriculum maps. Once the process is complete some benefits include consistency across grade levels and schools, improved quality of instruction, easier transitions to new grade levels, and a more cohesive and collaborative working environment.
B.) Does your school map its' curriculum? Why or why not?
Curriculum mapping is not used in the elementary school in which I teach, nor in the larger school district in which I am employed. I think that this practice is not used for many reasons. First, the district is on the larger side, so it would take considerable time, effort, and organization to accomplish this goal. (Although this could also be used as a very strong reason for the district to utilize this practice!) Second, the administration seems to change every few years. Without consistent leadership and goals, it is difficult to accomplish long term planning. Lastly, the administration (in my opinion) does not actively keep current with new developments in the field of education. Most of the principals and central office administrators do not seem (to me) to update their educational knowledge by taking courses or attending relevant seminars. So, it always seems (to me) that we are playing catch up or utilizing outdated strategies.
I truly do believe that individual teachers can greatly impact children (and families) through their position as teachers. But, most teachers only spend a year (or two) with the children that they teach. The greatest impact that can be made on a child's learning is through having strong programs and teachers throughout their K-12 educational career. The more I read, listen, and learn, the more I realize what a powerful impact a strong administration can have upon a child. Curriculum mapping is one practice that can have a substantial impact upon student learning, if administrators are knowledgeable and effective enough to utilize it within building and districts.
C.) How does curriculum mapping relate to curriculum change?
It seems like schools and districts that use curriculum mapping have a system in place that allows them to collaboratively consider strengths and weaknesses of a program, brainstorm ideas for positive change, and institute/assess these desired changes. Also, the curriculum mapping process connects grade levels, individual school buildings, and entire school districts. This enables these districts to make changes throughout the district in a uniform manner to more quickly improve the quality of programs/instruction and impact student learning.
Curriculum mapping attempts to organize the curriculum content taught at many different levels (a single grade, an entire school, even a school district). This process takes the following variables into consideration: pacing, local/state/national standards, essential questions and objectives, and assessment. It also encourages teachers and administrators to work collaboratively to consider available resources, support networks, and connections between classrooms and disciplines in order to complete curriculum maps. Once the process is complete some benefits include consistency across grade levels and schools, improved quality of instruction, easier transitions to new grade levels, and a more cohesive and collaborative working environment.
B.) Does your school map its' curriculum? Why or why not?
Curriculum mapping is not used in the elementary school in which I teach, nor in the larger school district in which I am employed. I think that this practice is not used for many reasons. First, the district is on the larger side, so it would take considerable time, effort, and organization to accomplish this goal. (Although this could also be used as a very strong reason for the district to utilize this practice!) Second, the administration seems to change every few years. Without consistent leadership and goals, it is difficult to accomplish long term planning. Lastly, the administration (in my opinion) does not actively keep current with new developments in the field of education. Most of the principals and central office administrators do not seem (to me) to update their educational knowledge by taking courses or attending relevant seminars. So, it always seems (to me) that we are playing catch up or utilizing outdated strategies.
I truly do believe that individual teachers can greatly impact children (and families) through their position as teachers. But, most teachers only spend a year (or two) with the children that they teach. The greatest impact that can be made on a child's learning is through having strong programs and teachers throughout their K-12 educational career. The more I read, listen, and learn, the more I realize what a powerful impact a strong administration can have upon a child. Curriculum mapping is one practice that can have a substantial impact upon student learning, if administrators are knowledgeable and effective enough to utilize it within building and districts.
C.) How does curriculum mapping relate to curriculum change?
It seems like schools and districts that use curriculum mapping have a system in place that allows them to collaboratively consider strengths and weaknesses of a program, brainstorm ideas for positive change, and institute/assess these desired changes. Also, the curriculum mapping process connects grade levels, individual school buildings, and entire school districts. This enables these districts to make changes throughout the district in a uniform manner to more quickly improve the quality of programs/instruction and impact student learning.
Tuesday, October 23, 2007
Implementation of UbD Lesson
I started to teach my UbD lesson to my students today. I have to say that the biggest difference about this unit of lessons is that I planned them with a set long term reading goal in mind. With most of the reading skills that I teach, I plan for the students to be exposed to the skill, to practice the skill, and then to be given many more opportunities to review the skill during the year. Because reading is developmental, I note the individual progress of my students as the year goes but I don't expect mastery of all reading skills by the end of any set time. (Some students naturally develop these skills early in the year and others take much longer.) But by beginning with the end goals in mind, the UbD process helped me to plan a series of lessons that should enable most of the students to find some success with rhyming by the end of the unit (which will only take a few weeks). I just started the first lesson today, but at the end of the day I was already thinking about how this process might help me to focus on the students that are struggling with big concepts a little bit earlier/quicker than I might have if I just planned the lesson with a one day objective. (I'm not sure that this is making sense, but hopefully you're getting my general idea.) Since I just started the unit today, that's about all that I have to report...I'll keep you posted.
Saturday, October 20, 2007
My Thoughts On Online Learning
When Professor Bachenheimer first announced that 1/3 of this class was going to be online, my initial thoughts were very negative. I thought the class would be more difficult for me because of my technological limitations. I also figured that the material would not be as interesting or engaging.
I'm happy to report that I've been very pleasantly surprised and impressed by the online portion of the class so far! Most importantly, I love being able to attend class from the comfort of my bed and work at my own pace. I've also found that the online classes are just as challenging and engaging as the classroom sessions of this course. To complete the online work, I really have to understand the content of the week's lesson and express this understanding through my blog. (In some ways, the online class requires more participation than our actual classroom sessions.) The course has also stretched me to use technology in ways that I usually avoid. Although it is uncomfortable, it has also been a good experience. I think I've become a little more open to using technology because of the requirements of this course. While this new attitude may not be a direct learning objective of this class, it's probably the most meaningful thing I've been exposed to in all of my graduate course work. After this experience, I would certainly be willing to take other hybrid or online courses. (I also just registered for a workshop on pod casting because I've realized that I would like to learn more about effectively using technology in my own classroom.)
The one suggestion for improvement that I would make to all professors of hybrid and online courses is to survey their students at the beginning any course. This survey should inform professors about the types of computers and programs that students will be using during the semester, as well as their experiences with technology. Professors may choose to make accommodations for students based upon these surveys. For example, I don't have power point on my home computer (and it's expensive to buy!). So, I go to the library to access any power point slides for this class. Knowledge of these types of things might impact some minor instructional decisions.
I'm happy to report that I've been very pleasantly surprised and impressed by the online portion of the class so far! Most importantly, I love being able to attend class from the comfort of my bed and work at my own pace. I've also found that the online classes are just as challenging and engaging as the classroom sessions of this course. To complete the online work, I really have to understand the content of the week's lesson and express this understanding through my blog. (In some ways, the online class requires more participation than our actual classroom sessions.) The course has also stretched me to use technology in ways that I usually avoid. Although it is uncomfortable, it has also been a good experience. I think I've become a little more open to using technology because of the requirements of this course. While this new attitude may not be a direct learning objective of this class, it's probably the most meaningful thing I've been exposed to in all of my graduate course work. After this experience, I would certainly be willing to take other hybrid or online courses. (I also just registered for a workshop on pod casting because I've realized that I would like to learn more about effectively using technology in my own classroom.)
The one suggestion for improvement that I would make to all professors of hybrid and online courses is to survey their students at the beginning any course. This survey should inform professors about the types of computers and programs that students will be using during the semester, as well as their experiences with technology. Professors may choose to make accommodations for students based upon these surveys. For example, I don't have power point on my home computer (and it's expensive to buy!). So, I go to the library to access any power point slides for this class. Knowledge of these types of things might impact some minor instructional decisions.
Understanding by Design
What I liked:
1. This process really focuses on the student and the learning outcomes. As a teacher, it is easy to get wrapped up in covering a chapter/topic or creating a cool project. But UbD forces you to think about learning and design your lessons to maximize student understanding.
2. UbD encourages teachers to make connections within their lessons to other subjects and to real world situations. This type of learning is more meaningful and useful.
3. UbD encourages teachers to use their curriculum guides and content standards, rather than text books and teacher editions. I like the idea of planning in units to cover many standards in connected ways. But, this type of planning requires teachers to be very familiar with their subject, standards, and available materials. (It would be tough for a new teacher!)
What I didn't like:
1. It's a totally different process from what I was taught and what I do now. So, it took a lot of thinking and revising to create just one lesson. It's a very time consuming process. On the flip side, it can lead to a much higher quality of instruction. Also, I would assume that it gets easier as you utilize the format on a regular basis.
2. Some skills and topics do just need to be memorized. That doesn't mean that they aren't essential, important, or necessary in life.
3. Currently, the Kindergarten program in my district is half day, so I have limited time with both of my classes. Due to time constraints, I end up focusing on reading, math, and writing lessons, which my district (and I) consider to be the essential components of Kindergarten academic learning. Yet, I had a very hard time creating essential questions for the math and reading skills that I teach. I think this is because much of the skills are very basic (letter sound correspondence, number sense, etc.) and do require some memorization. I would appreciate any comments or feedback about how I could create better essential questions for these subject areas.
Additional Questions:
1. Different grade levels and subject areas require different teaching techniques. I think this design plan lends itself very nicely to social studies, literature, health, humanities, and some science lessons. It is a bit of a stretch to utilize it in some of the other discipline areas. I actually own the UbD book by Wiggins and McTighe. There are many examples of UbD lessons throughout the book, but very few for the younger grades or in the subject areas of reading and math. Have they considered revising this design plan to address these needs?
My UbD lesson:
(Please forgive me, but I couldn't figure out how to attach a document to my blog. So, I just pasted the whole thing here.)
Stage 1 – Identify Desired Results:
Established Goals:
Students will explore essential concepts about word patterns.
Students will utilize concepts about word patterns to develop their reading and writing abilities.
CCCS:
By the end of Kindergarten students will be able to:
3.1.B Demonstrate phonemic awareness by rhyming.
3.3.C Suggest rhyming words during word play, songs, or read-alouds.
3.4.A Listen to rhymes/songs to develop an understanding of letter/sound relationships.
Essential Understandings:
Many words contain patterns (or chunks) of similar letters.
Readers use patterns within words to help them with decoding, fluency, expression, and comprehension.
Essential Questions:
How do readers use patterns to help them with their reading skills?
Stage 2 – Determine Acceptable Evidence:
Performance Tasks:
Students create and present their own version of a nursery rhyme.
Other Evidence:
Skill Check - Identify rhyming words within the texts of several nursery rhymes.
Observation – Use letter tiles to spell groups of words that rhyme.
Discussion Prompt – Explain why some words rhyme and others do not.
Transfer – Read lists of words (real and nonsense) that contain previously learned rhyming patterns. Think of additional words and add them to these lists.
Stage 3 – Learning Activities:
W – Using a KWL chart, the teacher will record the reading strategies that students within the class already use in the K section of the graphic organizer. The teacher will then explain to the students that they are going to explore a new reading strategy called “using rhyming patterns”. This strategy will be listed in the W section of the graphic organizer. (At the conclusion of the unit, the teacher will record the new information that was learned by students during the unit in the L section of the graphic organizer.)
H – Students will listen to, echo read, act out, and retell a variety of nursery rhymes.
E – Students will be provided with their own copies of the nursery rhymes once they are familiar with the texts. The students will identify the rhyming words within the nursery rhymes. Students will use letter tiles to experiment with the words that rhyme. Students will discuss and verbalize the reasons that some words rhyme and others do not.
R - Students will be given lists of additional words (some real and some nonsense) that rhyme with some of the identified words from the nursery rhymes. They will be encouraged to use their previous experience with the words, as well as their understanding of rhyme, to decode the words. Students will also create their own list of words that rhyme with some of the identified words from the nursery rhymes.
E – Students will work with their list of rhyming words to create their own simple nursery rhymes.
T – Students will be able to work on their own nursery rhyme in groups of 1, 2, or 3 (depending upon personal interest, as well as ability). These groups will then choose to present their nursery rhyme through writing/illustration or speaking/role-playing.
O – This unit will be taught through whole group and small group work. Auditory, visual, and kinesthetic techniques will be used. The reading strategy learned in the unit will be referred to and practiced for the remainder of the school year (as well as in the other primary grades). It will also be utilized in writing/spelling lessons.
1. This process really focuses on the student and the learning outcomes. As a teacher, it is easy to get wrapped up in covering a chapter/topic or creating a cool project. But UbD forces you to think about learning and design your lessons to maximize student understanding.
2. UbD encourages teachers to make connections within their lessons to other subjects and to real world situations. This type of learning is more meaningful and useful.
3. UbD encourages teachers to use their curriculum guides and content standards, rather than text books and teacher editions. I like the idea of planning in units to cover many standards in connected ways. But, this type of planning requires teachers to be very familiar with their subject, standards, and available materials. (It would be tough for a new teacher!)
What I didn't like:
1. It's a totally different process from what I was taught and what I do now. So, it took a lot of thinking and revising to create just one lesson. It's a very time consuming process. On the flip side, it can lead to a much higher quality of instruction. Also, I would assume that it gets easier as you utilize the format on a regular basis.
2. Some skills and topics do just need to be memorized. That doesn't mean that they aren't essential, important, or necessary in life.
3. Currently, the Kindergarten program in my district is half day, so I have limited time with both of my classes. Due to time constraints, I end up focusing on reading, math, and writing lessons, which my district (and I) consider to be the essential components of Kindergarten academic learning. Yet, I had a very hard time creating essential questions for the math and reading skills that I teach. I think this is because much of the skills are very basic (letter sound correspondence, number sense, etc.) and do require some memorization. I would appreciate any comments or feedback about how I could create better essential questions for these subject areas.
Additional Questions:
1. Different grade levels and subject areas require different teaching techniques. I think this design plan lends itself very nicely to social studies, literature, health, humanities, and some science lessons. It is a bit of a stretch to utilize it in some of the other discipline areas. I actually own the UbD book by Wiggins and McTighe. There are many examples of UbD lessons throughout the book, but very few for the younger grades or in the subject areas of reading and math. Have they considered revising this design plan to address these needs?
My UbD lesson:
(Please forgive me, but I couldn't figure out how to attach a document to my blog. So, I just pasted the whole thing here.)
Stage 1 – Identify Desired Results:
Established Goals:
Students will explore essential concepts about word patterns.
Students will utilize concepts about word patterns to develop their reading and writing abilities.
CCCS:
By the end of Kindergarten students will be able to:
3.1.B Demonstrate phonemic awareness by rhyming.
3.3.C Suggest rhyming words during word play, songs, or read-alouds.
3.4.A Listen to rhymes/songs to develop an understanding of letter/sound relationships.
Essential Understandings:
Many words contain patterns (or chunks) of similar letters.
Readers use patterns within words to help them with decoding, fluency, expression, and comprehension.
Essential Questions:
How do readers use patterns to help them with their reading skills?
Stage 2 – Determine Acceptable Evidence:
Performance Tasks:
Students create and present their own version of a nursery rhyme.
Other Evidence:
Skill Check - Identify rhyming words within the texts of several nursery rhymes.
Observation – Use letter tiles to spell groups of words that rhyme.
Discussion Prompt – Explain why some words rhyme and others do not.
Transfer – Read lists of words (real and nonsense) that contain previously learned rhyming patterns. Think of additional words and add them to these lists.
Stage 3 – Learning Activities:
W – Using a KWL chart, the teacher will record the reading strategies that students within the class already use in the K section of the graphic organizer. The teacher will then explain to the students that they are going to explore a new reading strategy called “using rhyming patterns”. This strategy will be listed in the W section of the graphic organizer. (At the conclusion of the unit, the teacher will record the new information that was learned by students during the unit in the L section of the graphic organizer.)
H – Students will listen to, echo read, act out, and retell a variety of nursery rhymes.
E – Students will be provided with their own copies of the nursery rhymes once they are familiar with the texts. The students will identify the rhyming words within the nursery rhymes. Students will use letter tiles to experiment with the words that rhyme. Students will discuss and verbalize the reasons that some words rhyme and others do not.
R - Students will be given lists of additional words (some real and some nonsense) that rhyme with some of the identified words from the nursery rhymes. They will be encouraged to use their previous experience with the words, as well as their understanding of rhyme, to decode the words. Students will also create their own list of words that rhyme with some of the identified words from the nursery rhymes.
E – Students will work with their list of rhyming words to create their own simple nursery rhymes.
T – Students will be able to work on their own nursery rhyme in groups of 1, 2, or 3 (depending upon personal interest, as well as ability). These groups will then choose to present their nursery rhyme through writing/illustration or speaking/role-playing.
O – This unit will be taught through whole group and small group work. Auditory, visual, and kinesthetic techniques will be used. The reading strategy learned in the unit will be referred to and practiced for the remainder of the school year (as well as in the other primary grades). It will also be utilized in writing/spelling lessons.
Saturday, October 13, 2007
Results Now
The logical part of my brain understands the points and concepts made by Schmoker in this excerpt from Results Now. But the emotional side of me just can't buy into these ideas and concepts. The words that jumped out at me from this reading included "mediocre", "inferior" and "heartbreakingly rare". These adjectives don't do justice to the educators, students, or parents in my school situation. And I choose to believe that they don't describe the majority of schools in this country. (I could go on and on about this, but I'm going to stop here and try not to be upset.)
With the above stated, I did agree with many of the suggestions made by Schmoker for improving the quality of education and instruction in our schools. Collaboration among teachers and administrators does lead to increased creativity, support, and quality of instruction. Allowing for common planning time is one way to easily allow for this necessary group time that can greatly impact teaching and learning. Additionally, I agreed with Schmoker's suggestions for narrowing the curriculum to focus on math, writing, and reading. By allowing for quality instruction in basic subjects, students should develop stronger skills. Lastly, I thought that Schmoker's points about ensuring that all teachers are following the same curriculum were very important. Teaching the same skills with similar materials is one very important way to ensure that all students receive a comprehensive and equal education.
Socio-economic status and family involvement were two key issues that I felt were not addressed sufficiently in this excerpt (although maybe they are touched upon in other chapters of the book). These two issues greatly effect a child's development, motivation, and ability to do well in an academic environment. Too often school and learning is viewed as a singular and separate component. But poverty and home environment also greatly impact school and learning. Some of the foreign countries (Japan, Norway, Sweden) that consistently outperform the US seem to understand this better than we do.
Public schooling in this country is a huge endeavor. Every child from the age of six through high school is given the opportunity to receive an education. I think this is an amazing feat and I greatly respect the educators that dedicate their lives to helping students achieve this goal. So many of them accomplish it with limited funds, materials, and support. While I do agree that some teachers are not effective, I do believe that the majority work hard and help children to do great things.
With the above stated, I did agree with many of the suggestions made by Schmoker for improving the quality of education and instruction in our schools. Collaboration among teachers and administrators does lead to increased creativity, support, and quality of instruction. Allowing for common planning time is one way to easily allow for this necessary group time that can greatly impact teaching and learning. Additionally, I agreed with Schmoker's suggestions for narrowing the curriculum to focus on math, writing, and reading. By allowing for quality instruction in basic subjects, students should develop stronger skills. Lastly, I thought that Schmoker's points about ensuring that all teachers are following the same curriculum were very important. Teaching the same skills with similar materials is one very important way to ensure that all students receive a comprehensive and equal education.
Socio-economic status and family involvement were two key issues that I felt were not addressed sufficiently in this excerpt (although maybe they are touched upon in other chapters of the book). These two issues greatly effect a child's development, motivation, and ability to do well in an academic environment. Too often school and learning is viewed as a singular and separate component. But poverty and home environment also greatly impact school and learning. Some of the foreign countries (Japan, Norway, Sweden) that consistently outperform the US seem to understand this better than we do.
Public schooling in this country is a huge endeavor. Every child from the age of six through high school is given the opportunity to receive an education. I think this is an amazing feat and I greatly respect the educators that dedicate their lives to helping students achieve this goal. So many of them accomplish it with limited funds, materials, and support. While I do agree that some teachers are not effective, I do believe that the majority work hard and help children to do great things.
Monday, October 8, 2007
Round in a Flat World
This assignment was REALLY hard and challenging for me. I don't use new technology a lot and I didn't have a lot of the needed programs/expertise to quickly and easily do this assignment. I think it's interesting that most middle and high school students could probably pop something like this out in 30 minutes, but it took me MUCH longer. I think that part of being a teacher in the flat world is realizing that students may know more that us in certain situations. Peer teaching and group work is probably going to become even more important as technology continues to rapidly change. Anyway, my slideshow is simple but I'm very proud of it because I figured it all out by myself. Despite my technological limitations, it appears that there's hope for me in the flat world after all.
Sunday, October 7, 2007
Did you know?
One of the people that had a great impact on my development as a learner and a thinker was my grandfather. When I was growing up, he was constantly challenging all of his grandkids to be thinkers and one of his favorite ways to encourage us was through quotations. One of his favorite sayings was "Paper takes anything you print". The point of the quote is pretty simple and self explanatory - just because something is written down does not mean it is fact. The first thought that popped into my head at the conclusion of the "Did You Know?" slideshow was a twist to my pop's saying - "The internet takes anything you type." One of the most important and essential things that we can teach our children is to critically think about the information available on the internet. One must consider the source and credibility of info, the purpose behind the info, and the use of the info. The video on U-Tube was created by a for profit internet company and no sources were cited. Therefore, I do think it is quite a leap to just blindly assume that all the reported facts and statistics in the video are completely true and reported without bias. I think we as educators need to always have this in mind as we present lessons about the internet to our students. Like Friedman said, we need to teach them "to learn how to learn" and a big part of that puzzle is being informed and critical users of technology.
With the above said, I'm willing to make the jump and assume that the big picture of the "Did You Know?" video is true for the sake of this assignment. (Although I do have doubts about some of the facts - I'm just not up to checking them.) Friedman, Pink, and the creators of "Did You Know?" present information that points to a radically changing job force over the next few decades. They also suggest that American students need to develop a completely new skill set in order to find future success. The scariest thought is that these authors and researchers demonstrate that the current American school system is not providing the necessary skills to our students, nor is the system attempting to make the needed changes.
A lot of the information provided by Friedman and Pink rang true for me. In my school situation, we spend a lot of time with the students on basic skills and testing. Yet, our children are going to need technology, media, and information literacy skills in the future. My district just spent hundreds of thousands of dollars to update the reading textbook series, yet the district is also considering eliminating the computer labs and technology teachers at the elementary level next school year. Budget cuts and testing requirements seem to change the nature of our job every year in negative ways. One example from my own classroom is that two years ago I did a really cool collaborative project with my Kindergarten students and their 6th grade buddies. Each Kindergartner created his/her own series of questions about an animal of interest, researched the questions in the library and computer lab with the help of their buddy, and then created a poster project that reported their findings and shared it with the entire class. Looking back on it, we were learning how to learn and this project could easily be tweaked to add a multimedia component to the project part. But, last year I cut this activity because it didn't connect directly to the curriculum and I was getting a lot of pressure to make sure my kids could add and subtract by the end of Kindergarten (not a required skill, but it is now standardize tested in grade 1). Lately, the American educational community (myself included) seems to be taking steps backwards out of fear, rather than bravely moving forward.
For me, one of the solutions to the issues stated by Pink, Friedman, and "Did You Know?" is for educators to keep on top of new developments in the field. I think that the best ways for teachers to do this is to read as much research as possible, take courses at legitimate teaching colleges and universities, and communicate with colleagues. These experiences allow us to grow and that process has a positive impact on what and how we teach our students. Administrators also need to make certain that this is a priority for them, as well as for the teachers that they supervise.
On a final note, I recognized the music that went with the "Did You Know?" video as coming from the Last of the Mohican's (a movie from about 10 years ago?) soundtrack. It's a nice instrumental CD and I play it in my classroom quite often. Anyway, the music got me thinking about the classic print version of Last of the Mohican's (written James Fenimore Cooper - I think he was a NJ native) versus the more contemporary and technology impressive movie version starring Daniel Day Lewis. For me, the book version is beautifully written and still engaging after all these years, while the movie version stinks. Did you know that sometimes new technology is not able to improve upon simple, classic perfection?
With the above said, I'm willing to make the jump and assume that the big picture of the "Did You Know?" video is true for the sake of this assignment. (Although I do have doubts about some of the facts - I'm just not up to checking them.) Friedman, Pink, and the creators of "Did You Know?" present information that points to a radically changing job force over the next few decades. They also suggest that American students need to develop a completely new skill set in order to find future success. The scariest thought is that these authors and researchers demonstrate that the current American school system is not providing the necessary skills to our students, nor is the system attempting to make the needed changes.
A lot of the information provided by Friedman and Pink rang true for me. In my school situation, we spend a lot of time with the students on basic skills and testing. Yet, our children are going to need technology, media, and information literacy skills in the future. My district just spent hundreds of thousands of dollars to update the reading textbook series, yet the district is also considering eliminating the computer labs and technology teachers at the elementary level next school year. Budget cuts and testing requirements seem to change the nature of our job every year in negative ways. One example from my own classroom is that two years ago I did a really cool collaborative project with my Kindergarten students and their 6th grade buddies. Each Kindergartner created his/her own series of questions about an animal of interest, researched the questions in the library and computer lab with the help of their buddy, and then created a poster project that reported their findings and shared it with the entire class. Looking back on it, we were learning how to learn and this project could easily be tweaked to add a multimedia component to the project part. But, last year I cut this activity because it didn't connect directly to the curriculum and I was getting a lot of pressure to make sure my kids could add and subtract by the end of Kindergarten (not a required skill, but it is now standardize tested in grade 1). Lately, the American educational community (myself included) seems to be taking steps backwards out of fear, rather than bravely moving forward.
For me, one of the solutions to the issues stated by Pink, Friedman, and "Did You Know?" is for educators to keep on top of new developments in the field. I think that the best ways for teachers to do this is to read as much research as possible, take courses at legitimate teaching colleges and universities, and communicate with colleagues. These experiences allow us to grow and that process has a positive impact on what and how we teach our students. Administrators also need to make certain that this is a priority for them, as well as for the teachers that they supervise.
On a final note, I recognized the music that went with the "Did You Know?" video as coming from the Last of the Mohican's (a movie from about 10 years ago?) soundtrack. It's a nice instrumental CD and I play it in my classroom quite often. Anyway, the music got me thinking about the classic print version of Last of the Mohican's (written James Fenimore Cooper - I think he was a NJ native) versus the more contemporary and technology impressive movie version starring Daniel Day Lewis. For me, the book version is beautifully written and still engaging after all these years, while the movie version stinks. Did you know that sometimes new technology is not able to improve upon simple, classic perfection?
Sunday, September 30, 2007
Reading Don't Fix No Chevys
After reading the excerpt from this article, I started to think about the purpose of our school curriculum. Is curriculum created to allow students to fully develop their innate skills and talents (ex. the things that give them flow) or is it created to expose students to a wide variety of topics, skills, and possibilities? I think that they way in which our nation currently creates curriculum focuses on the idea that students in the early grades should be exposed to a variety of areas and skills in order to allow children to develop competence. The current practice also seems to support the notion that curriculum should get more specific to the needs and interests of the student, as he/she gets older. While this makes sense in many ways, the examples provided in this article highlight the fact that children are often turned off by things that are uninteresting to them and/or areas that are difficult for them. By placing such an emphasis upon competence in the basic subjects in the early grades, the educational system probably does turn off many young students, especially boys. I have personally seen this happen in the area of reading to several young male students. Developmentally, many boys are not ready to master required reading skills at the time that they are first presented. Perhaps this lack of competence creates an environment where these students stop trying and fall even farther behind. Interestingly, these same students might be more willing to develop their reading skills, if this area of learning was aligned to an area of high interest.
On a slightly different note, (sorry for getting off topic!) the different learning styles of male and female students is an area that I struggle with for a variety of reasons. In this age of political correctness, parents and educators sometimes get offended by the suggestion that boys and girls require different treatment in order to learn. But, I do believe that this is sometimes true. Some examples that I have found include: maturity level (I do believe that boys and girls are ready to begin school at different ages), areas of interest (different topics create different interest and excitement levels in the different sexes), and teacher interaction (boys and girls communicate with teachers in different ways and seek different types of praise and interaction). I know that this is a generalization and may not always be true. But, I think that our current curriculum and educational system treats the needs of boys and girls to be the same. We gladly change programs and teaching styles for students that are identified with special needs (ex. learning issues, ESL students, etc). So, why are we so unwilling to consider that boys and girls might need these same accommodations? Perhaps, allowing for the differences in the sexes within our curriculum would allow for more students to find their flow during the course of the school day.
On a slightly different note, (sorry for getting off topic!) the different learning styles of male and female students is an area that I struggle with for a variety of reasons. In this age of political correctness, parents and educators sometimes get offended by the suggestion that boys and girls require different treatment in order to learn. But, I do believe that this is sometimes true. Some examples that I have found include: maturity level (I do believe that boys and girls are ready to begin school at different ages), areas of interest (different topics create different interest and excitement levels in the different sexes), and teacher interaction (boys and girls communicate with teachers in different ways and seek different types of praise and interaction). I know that this is a generalization and may not always be true. But, I think that our current curriculum and educational system treats the needs of boys and girls to be the same. We gladly change programs and teaching styles for students that are identified with special needs (ex. learning issues, ESL students, etc). So, why are we so unwilling to consider that boys and girls might need these same accommodations? Perhaps, allowing for the differences in the sexes within our curriculum would allow for more students to find their flow during the course of the school day.
Dear Congressman Ferguson
September 2007
Dear Congressman Ferguson,
As an elementary school teacher and a resident of New Jersey, I have great interest in the current congressional debate over the reauthorization of President Bush's No Child Left Behind Act. I think several positive outcomes have resulted from the current NCLB legislation, including increased numbers of highly qualified teachers teaching in our nation's classrooms, as well as increased availability of information for parents and family members. But, I do have some concerns about the NCLB legislation. I wanted to share with you some of my thoughts on the current policies, as well as several of the President's suggestions for changes to the proposed reauthorization of NCLB.
First, the current bill calls for annual assessments in order to monitor student progress. Due to this requirement, New Jersey students are now required to complete at least one full week of standardized testing every year in the elementary grades 3-6. As an early childhood educator, I find these annual standardized assessments to be very developmentally inappropriate. Research has shown that rubrics, project based assessments, and ongoing anecdotal observations are better methods to monitor the progress of young students. This is due to the developmental levels of these students, which is impacted by issues such as age, attention span, and ability to perform on paper and pencil tasks. It is hard for our young students to be enthusiastic and interested in school when they are required to devote so much of their academic time to preparing for and taking a developmentally inappropriate standardized test every year. I strongly urge you to consider changing this requirement to allow for non annual assessments that are not standardized in order to meet the developmental needs of our younger students.
These required annual assessments were created for the purpose of demonstrating that all students can read and do math at grade level by the year 2014. This goal was set in the current NCLB Act in order to increase accountability. As an educated person, I realize that this is statistically impossible. Additionally, this requirement doesn't take into account the differentiated needs of special education students and English Language Learners, as well as students that just have a bad day on the day of the test. This section of the NCLB legislation needs to be examined and reworked in order to represent a goal that is attainable, rather than a goal that sounds good.
The newly proposed reauthorization of NCLB also calls for the allotment of many additional resources, including tools to close the achievement gap in math and science, resources to prepare high school students for higher education in schools serving low income families, and tools for under performing schools. I think that all of these programs would have positive benefits to students and teachers. But, I certainly hope that Congress reviews these recommendations to ensure that FEDERAL (not state or local) funds can provide for these services. A new program is only as good as the money that is invested into it. If the federal government cannot pay for the services that it mandates, it isn't really fair to require states and local towns to fund these programs.
Additionally, the newly proposed reauthorization of NCLB recommends many funds and scholarships that allow for students to attend private, charter, and religious schools. As a taxpayer, I am strongly opposed to tax monies being used to fund these types of programs. Private, charter, and religious schools do not have the same accountability as public schools. They can refuse students, teach religious ideas, and opt out of mandated accountability programs. Therefore, private funds (not public tax monies) should be used by the students that choose to attend these programs.
There are some positive aspects to the NCLB Act. But many of the current policies, as well as the policies proposed in the reauthorization, need to be examined and altered. I urge you to consider my suggestions, as well as those of other educators when you place your vote.
Thank you.
Ellen Johnson
Dear Congressman Ferguson,
As an elementary school teacher and a resident of New Jersey, I have great interest in the current congressional debate over the reauthorization of President Bush's No Child Left Behind Act. I think several positive outcomes have resulted from the current NCLB legislation, including increased numbers of highly qualified teachers teaching in our nation's classrooms, as well as increased availability of information for parents and family members. But, I do have some concerns about the NCLB legislation. I wanted to share with you some of my thoughts on the current policies, as well as several of the President's suggestions for changes to the proposed reauthorization of NCLB.
First, the current bill calls for annual assessments in order to monitor student progress. Due to this requirement, New Jersey students are now required to complete at least one full week of standardized testing every year in the elementary grades 3-6. As an early childhood educator, I find these annual standardized assessments to be very developmentally inappropriate. Research has shown that rubrics, project based assessments, and ongoing anecdotal observations are better methods to monitor the progress of young students. This is due to the developmental levels of these students, which is impacted by issues such as age, attention span, and ability to perform on paper and pencil tasks. It is hard for our young students to be enthusiastic and interested in school when they are required to devote so much of their academic time to preparing for and taking a developmentally inappropriate standardized test every year. I strongly urge you to consider changing this requirement to allow for non annual assessments that are not standardized in order to meet the developmental needs of our younger students.
These required annual assessments were created for the purpose of demonstrating that all students can read and do math at grade level by the year 2014. This goal was set in the current NCLB Act in order to increase accountability. As an educated person, I realize that this is statistically impossible. Additionally, this requirement doesn't take into account the differentiated needs of special education students and English Language Learners, as well as students that just have a bad day on the day of the test. This section of the NCLB legislation needs to be examined and reworked in order to represent a goal that is attainable, rather than a goal that sounds good.
The newly proposed reauthorization of NCLB also calls for the allotment of many additional resources, including tools to close the achievement gap in math and science, resources to prepare high school students for higher education in schools serving low income families, and tools for under performing schools. I think that all of these programs would have positive benefits to students and teachers. But, I certainly hope that Congress reviews these recommendations to ensure that FEDERAL (not state or local) funds can provide for these services. A new program is only as good as the money that is invested into it. If the federal government cannot pay for the services that it mandates, it isn't really fair to require states and local towns to fund these programs.
Additionally, the newly proposed reauthorization of NCLB recommends many funds and scholarships that allow for students to attend private, charter, and religious schools. As a taxpayer, I am strongly opposed to tax monies being used to fund these types of programs. Private, charter, and religious schools do not have the same accountability as public schools. They can refuse students, teach religious ideas, and opt out of mandated accountability programs. Therefore, private funds (not public tax monies) should be used by the students that choose to attend these programs.
There are some positive aspects to the NCLB Act. But many of the current policies, as well as the policies proposed in the reauthorization, need to be examined and altered. I urge you to consider my suggestions, as well as those of other educators when you place your vote.
Thank you.
Ellen Johnson
Monday, September 24, 2007
180 Days
I agree with a lot of the points made by Professor Bachenheimer on his Utube video about 180 days of high school. A lot of time is wasted during the course of the school year for non educational and/or instructional activities. Of course the point can also be made that there are other purposes to school, like fostering development in the areas of socialization and communication. Things like pep rallies, guidance planning, and parties allow students to further develop these skills. Additionally, movies, assemblies, and review sessions can be academic in nature and often help to engage different types of learners in the material being presented. The ultimate message to teachers is to be aware of the precious time that we have with our students and to use this time to the fullest possibility.
I'm sure that studies have been done about how we compare to other countries in this area. I'm not aware of the findings, but I would guess that many other nations (with high academic ratings) do not spend as much time occupied with non academic events during the school day as compared to us in the USA. It seems to me that our American society expects the schools to be responsible for things that might fall to families and parents in other nations. Examples include hosting birthday celebrations, providing review and study periods, taking individual photos, providing counseling, and having assembly programs to expose students to culture and art. All of these things are important in the development of a child. But when the school provides these lessons, some academic time suffers. Schools and teachers might have more time for teaching, if families did some of these non academic activities at home.
One final idea that I kept thinking about during this video is the fact that self contained teachers in elementary schools have more time for instruction because they have their students all day. So, even if there is an assembly, party, or fire drill, the most important information can still be taught and learned during the day. It might help to combat this problem, if subjects were taught for an entire half of the day at the middle and high school level. Students could still complete the same number of courses over the course of a year - they would just finish them more quickly and move on to the next one. By having a longer period of time, teachers would be able to prioritize the information and make sure students still learn essential things on days when the schedule has interruptions. (I think I may have inadvertently just agreed with one of Marc Prensky's points. It may be possible to teach the curriculum in less than an entire school year, if we are willing to change some of the ways in which we schedule the day.)
I'm sure that studies have been done about how we compare to other countries in this area. I'm not aware of the findings, but I would guess that many other nations (with high academic ratings) do not spend as much time occupied with non academic events during the school day as compared to us in the USA. It seems to me that our American society expects the schools to be responsible for things that might fall to families and parents in other nations. Examples include hosting birthday celebrations, providing review and study periods, taking individual photos, providing counseling, and having assembly programs to expose students to culture and art. All of these things are important in the development of a child. But when the school provides these lessons, some academic time suffers. Schools and teachers might have more time for teaching, if families did some of these non academic activities at home.
One final idea that I kept thinking about during this video is the fact that self contained teachers in elementary schools have more time for instruction because they have their students all day. So, even if there is an assembly, party, or fire drill, the most important information can still be taught and learned during the day. It might help to combat this problem, if subjects were taught for an entire half of the day at the middle and high school level. Students could still complete the same number of courses over the course of a year - they would just finish them more quickly and move on to the next one. By having a longer period of time, teachers would be able to prioritize the information and make sure students still learn essential things on days when the schedule has interruptions. (I think I may have inadvertently just agreed with one of Marc Prensky's points. It may be possible to teach the curriculum in less than an entire school year, if we are willing to change some of the ways in which we schedule the day.)
Saber Tooth Curriculum
This clever article provides a metaphor for viewing the development of the educational system, as well for considering educational reform. At the beginning of the article, the children spent their time playing and having fun. A wise member of the community realized that the entire population would benefit if the children were taught the essential skills that they needed for survival as adults. So, the Saber Tooth Curriculum was created. At the time, it was challenged by the more religious members of the community, but it was eventually successfully adopted. As time passed, the needs of the community changed and some began to advocate for adding items to the curriculum or removing outdated items. The article ended with this society being left to consider the things that are really essential to a comprehensive curriculum.
The part in the article that I identified most with was the statement made by an older member of this society near the conclusion of the article. This man supported the Saber Tooth Curriculum because he felt that some things in education should stand the test of time and remain timeless. The statement seems absurd (which I think was the author's point) because of the uselessness of the Saber Tooth Curriculum to the current society. It got me thinking because I tend to REALLY like routine and tradition, which I think can be both beneficial and detrimental to my students. One of the areas that I am strongest at in my classroom is reading instruction. I think much of this strength stems from the important value that I place upon reading as a subject, art, and life skill. But, I will admit (and I work on this) that I can sometimes focus too much on reading in the course of a day and not enough on other areas (like Science and Social Studies). I know that I am sometimes hesitant about teaching new things or subjects because they don't fit with my thoughts on what constitutes a "good education". But this article really points out that education should fit with the needs of the time and serve a purpose. Ultimately, these curricular decisions should be made by our society to fit our needs, rather than by individual teachers, school buildings, or districts.
The part in the article that I identified most with was the statement made by an older member of this society near the conclusion of the article. This man supported the Saber Tooth Curriculum because he felt that some things in education should stand the test of time and remain timeless. The statement seems absurd (which I think was the author's point) because of the uselessness of the Saber Tooth Curriculum to the current society. It got me thinking because I tend to REALLY like routine and tradition, which I think can be both beneficial and detrimental to my students. One of the areas that I am strongest at in my classroom is reading instruction. I think much of this strength stems from the important value that I place upon reading as a subject, art, and life skill. But, I will admit (and I work on this) that I can sometimes focus too much on reading in the course of a day and not enough on other areas (like Science and Social Studies). I know that I am sometimes hesitant about teaching new things or subjects because they don't fit with my thoughts on what constitutes a "good education". But this article really points out that education should fit with the needs of the time and serve a purpose. Ultimately, these curricular decisions should be made by our society to fit our needs, rather than by individual teachers, school buildings, or districts.
Sunday, September 23, 2007
NJ Department of Education Website and Curriculum
After surfing through the section of the NJ DOE's website that is devoted to the CCCS, I discovered that educators, parents, and community members can easily access basic information about the Core Curriculum in New Jersey. Included in this information is a brief history of educational reform in New Jersey and an introduction to the CCCS, as well as the actual CCCS. The site is organized in a simple format that makes it easy to use and understand. Users can also communicate with the DOE through the site.
Unfortunately, the actual information provided is so basic that I don't think it is of much value to any person that might access the site. Educators already have copies of this information and are required to use it. The site might be of more value to teachers if it included ideas for implementing the CCCS, as well as examples of best practice teaching methods. Parents and community members may get a little more out of the site due to the fact that they can access the CCCS. To make the page more even more pertinent to these users, it would helpful if the site linked to specific school districts, as well as if it included tips for ensuring that a school district is meeting the challenges of the CCCS.
One of the most important aspects to note, is the fact that many educators, parents, and community members do not have daily access to the internet. So, this information is much harder for them to access and use. Because of this fact, it is very important for school districts to have hard copies of this info, as well as to provide parents and community members with opportunities to use the school's computer facilities. Additionally, partnerships between school districts and public libraries can help to get this info into the hands of people that may not be able to access it in their own homes.
This is a very basic website that can be used for simple informational needs by users that have internet access. I would recommend that the NJ DOE consider ways to add substance to the page by including best practice teaching methods and tips for getting parents and community members involved with curriculum. I would also suggest that the NJ DOE utilize other community resources in order to provide parents and community members ways in which to access this information, if they don't have internet access.
Unfortunately, the actual information provided is so basic that I don't think it is of much value to any person that might access the site. Educators already have copies of this information and are required to use it. The site might be of more value to teachers if it included ideas for implementing the CCCS, as well as examples of best practice teaching methods. Parents and community members may get a little more out of the site due to the fact that they can access the CCCS. To make the page more even more pertinent to these users, it would helpful if the site linked to specific school districts, as well as if it included tips for ensuring that a school district is meeting the challenges of the CCCS.
One of the most important aspects to note, is the fact that many educators, parents, and community members do not have daily access to the internet. So, this information is much harder for them to access and use. Because of this fact, it is very important for school districts to have hard copies of this info, as well as to provide parents and community members with opportunities to use the school's computer facilities. Additionally, partnerships between school districts and public libraries can help to get this info into the hands of people that may not be able to access it in their own homes.
This is a very basic website that can be used for simple informational needs by users that have internet access. I would recommend that the NJ DOE consider ways to add substance to the page by including best practice teaching methods and tips for getting parents and community members involved with curriculum. I would also suggest that the NJ DOE utilize other community resources in order to provide parents and community members ways in which to access this information, if they don't have internet access.
Tuesday, September 18, 2007
American Schools: Slow to Change
In their article "Institutionalization and Renewal in a Restructured Secondary School", Anderson and Stiegelbauer propose that many educational reforms and innovations fall to the wayside because they never become part of a teacher's regular classroom routine and/or typical teaching methods (Anderson & Stiegelbauer, 1994). I think that this idea also has merit when considering the slow rate of change in the American educational system.
A new idea, method, or policy will never really produce great changes unless it is utilized on a regular basis. With this in mind, teachers are the people that have the power to decide which of the new ideas, methods, and policies they actually use in their rooms. Convincing educators to regularly use these innovations is one of the great challenges to creating positive changes in the educational system.
On the bright side, I do believe that most teachers are open to new ideas and change. Unfortunately, there always seems to be a new reform, program, or theory about learning that educators are being urged to adopt. It's difficult (and often frustrating) to constantly be required to change what you are doing, especially if your methods are producing positive results. I think that a lot of teachers resist changes because they are so used to new ones popping up a short time later. So instead, a lot of teachers rely on what is comfortable and successful for them and their students. Because they never regularly use a new idea or program, it doesn't get adopted into their teaching style or room and that change never really catches on.
It's interesting to think about the factors that impact change in our educational system. More interesting to me are the ways to actually effect broad and lasting changes in the system. But when I try to think of some solutions, I really can't come up with much. It's a complicated issue that is really hard to solve.
Anderson, S. & Stiegelbauer, S. (1994). Institutionalization and renewal in a restructured secondary school. School Organization, 14(3), 279-293.
A new idea, method, or policy will never really produce great changes unless it is utilized on a regular basis. With this in mind, teachers are the people that have the power to decide which of the new ideas, methods, and policies they actually use in their rooms. Convincing educators to regularly use these innovations is one of the great challenges to creating positive changes in the educational system.
On the bright side, I do believe that most teachers are open to new ideas and change. Unfortunately, there always seems to be a new reform, program, or theory about learning that educators are being urged to adopt. It's difficult (and often frustrating) to constantly be required to change what you are doing, especially if your methods are producing positive results. I think that a lot of teachers resist changes because they are so used to new ones popping up a short time later. So instead, a lot of teachers rely on what is comfortable and successful for them and their students. Because they never regularly use a new idea or program, it doesn't get adopted into their teaching style or room and that change never really catches on.
It's interesting to think about the factors that impact change in our educational system. More interesting to me are the ways to actually effect broad and lasting changes in the system. But when I try to think of some solutions, I really can't come up with much. It's a complicated issue that is really hard to solve.
Anderson, S. & Stiegelbauer, S. (1994). Institutionalization and renewal in a restructured secondary school. School Organization, 14(3), 279-293.
Saturday, September 8, 2007
Mark Prensky Challenge
In his challenge, Marc Prensky theorizes that today's students will be motivated to learn an entire year's worth of information in half that time in order to receive the opportunity to learn about technology like ipods, robots, and Nintendo DS's in a hands on manner. He also suggests that students would be willing and able to collaboratively help each other learn the information needed to pass the yearly tests if such a prize were offered.
After reading the Marc Prensky Challenge, I felt fairly certain that Mr. Prensky was not an educator. I searched through his website and could find no evidence that he had any training in child development, educational theories or practices, and/or teaching methods. This did not surprise me because the ideas in his challenge don't take into account the many different learning styles that students bring to a classroom, as well as the learning difficulties that many students must overcome. While some students might be motivated by technology, others are motivated by the arts, music, physical activity, and nature (to name a few). Good teachers use all of these factors in their classroom in order to engage and motivate an entire class. Additionally, good teachers are knowledgeable about special education policies, strategies, and modifications. If peer tutoring were simply the answer to all the needs of our special education students wouldn't educators already be doing that??!!!
I found Marc Prensky's challenge to be a condescending and smug answer to the complex challenges faced by today's students and educators. A better challenge would be for Mr. Prensky to spend a semester in a classroom to gain a better understand about the ways in which students learn and teachers teach.
After reading the Marc Prensky Challenge, I felt fairly certain that Mr. Prensky was not an educator. I searched through his website and could find no evidence that he had any training in child development, educational theories or practices, and/or teaching methods. This did not surprise me because the ideas in his challenge don't take into account the many different learning styles that students bring to a classroom, as well as the learning difficulties that many students must overcome. While some students might be motivated by technology, others are motivated by the arts, music, physical activity, and nature (to name a few). Good teachers use all of these factors in their classroom in order to engage and motivate an entire class. Additionally, good teachers are knowledgeable about special education policies, strategies, and modifications. If peer tutoring were simply the answer to all the needs of our special education students wouldn't educators already be doing that??!!!
I found Marc Prensky's challenge to be a condescending and smug answer to the complex challenges faced by today's students and educators. A better challenge would be for Mr. Prensky to spend a semester in a classroom to gain a better understand about the ways in which students learn and teachers teach.
Subscribe to:
Posts (Atom)