How has the course been effective in broadening your perspective and skill set for managing technology for change?
My perspective has been broadened a lot. We read a few books that really add value to what we "think" we know as individuals -- Next (by Michael Lewis) & Everything Bad is Good for You (by Steve Johnson). In Next, the author describes a series of technological "ah-ha" moments that make the very makers question what happened to technology. We are ever-so dependent on the technology yet we take it for granted. In many ways we haven't pushed it to its fullest potential to transform lives. In Everything Bad is Good for You, the author presses a different perspective of all things that we once found to be inherently evil could actually be a "gift" of learning, communication, discovery, and ..... EDUCATION! As scary as it sounds to incorporate video games into school minutes, the author gives the perspective of the "other side" in that not all things we once perceived as bad should be taken at face value.
Our class discussions have helped me see ways that I have the power of leadership and the ability to change others by example, encouragement, and my steadfast approach to modeling. When others see success, they follow. If we must become a global nation, we certainly must see past the generic judgements, bell schedules, silly formatting (APA... yes!), and seemingly religious tactics those who began running our education system have come up with.
Finally... as this was one of our assignments... if I were president, I would change education drastically (although, I really couldn't because it's a state-run legislation)... so maybe if I were the Queen of the universe I would most certainly:
Change schools to become more progressive - meaning they study actual-life trades as they gather a love for learning with purpose, more internships in high school, starting students out on an early pace-system in middle school, do away with short classes and silly bell schedule, eliminate state-mandated testing, NCLB, and anything that inhibits our kids from actually learning like school was "designed" (although poorly) to do.
Change is in the making. One OMET group at a time. Thanks Melissa, Gary, Paul, Bill, and Margaret for your incredible wisdom in this process of tranformative thinking. I have learned a lot this year and as Margaret has said before though... we have not done our jobs until we take our learning and multiply it. That is the true test of learning.
Peace sign.
Wednesday, July 2, 2008
EDC 668 - Week 10 Blog - posting #101!
What types of influence do I have in my current local and global communities? How can I expand that influence?
This question reminds me of a leadership assignment I just completed where I was asked to describe the future of my leadership (on all levels). While it was similar, I did not expand my leadership to the global communities, of which I will try and do here.
Current Local Community: In my local community, I have a great deal of influence as I am a classroom teacher with many connections to students and adults (their parents). I also work in a school district of 22,000 students and many employees. I am a voter in a community of approximately 63,000 people and have connections to many people because of the city-suburbian culture in which I live. Online, I have even more community which I consider to be local as well (just a click away) but moreso global because what I read/reflect can be read worldwide and impact essentially anyone who stumbles upon what I have written.
Global Community: Within the global community, I am an avid Internet user who contributes to the Internet through blogs, wikis, discussion postings, and by creating 2 websites of which are open to the public. I have contributed to multiple types of blogs (some closed, some open) and to websites like wikipedia of which are open-source and available to all who contribute and attain knowledge.
How can I expand that influence? I can expand my influence by learning from others but also contributing my learning/reflections on the Internet. I can also expand my influence by informing and educating the students I teach, their parents, my fellow colleagues and administrators about technology and sharing their knowledge.
This question reminds me of a leadership assignment I just completed where I was asked to describe the future of my leadership (on all levels). While it was similar, I did not expand my leadership to the global communities, of which I will try and do here.
Current Local Community: In my local community, I have a great deal of influence as I am a classroom teacher with many connections to students and adults (their parents). I also work in a school district of 22,000 students and many employees. I am a voter in a community of approximately 63,000 people and have connections to many people because of the city-suburbian culture in which I live. Online, I have even more community which I consider to be local as well (just a click away) but moreso global because what I read/reflect can be read worldwide and impact essentially anyone who stumbles upon what I have written.
Global Community: Within the global community, I am an avid Internet user who contributes to the Internet through blogs, wikis, discussion postings, and by creating 2 websites of which are open to the public. I have contributed to multiple types of blogs (some closed, some open) and to websites like wikipedia of which are open-source and available to all who contribute and attain knowledge.
How can I expand that influence? I can expand my influence by learning from others but also contributing my learning/reflections on the Internet. I can also expand my influence by informing and educating the students I teach, their parents, my fellow colleagues and administrators about technology and sharing their knowledge.
Sunday, June 29, 2008
EDC 668 - Week 9 Blog (8 was graduation!!)
From where does global change derive? How can we use global change to promote deeper learning across the globe?
Global change, I believe, derives from the citizens. As soon as I read this question, a quote from someone pretty famous came to me-- "That's one small step for man; one giant leap for mankind" -- spoken by Neil Armstrong himself as he first stepped onto the moon.
He didn't speak of but himself or even of the American people of which he belonged, but for all. While he, like other leaders in politics and beyond may be considered the deal-makers of our time, we are essentially living in a democracy (or we would hope...) that allows the people to have a say in change. We vote in elections--although less than we should as a people-- and we contribute our say to this freedom we have.
Like the United States, other countries allow their people freedom to choose and lead as they see fit. Many unfortunately do not though (thinking of North Korea and Cuba to name a couple). Even North Korea blocks the Internet heavily from their citizens.
Where global change would derive is if the worlds people are able to communicate. Since we know now that they can... what's the hold-up? Well, while I am no expert in the field, I do believe that global change must happen slowly and the people from all walks of life must be in agreement that they see a need for change. Because of our massive diversity and differences, we are still human and still maintain our views in being superior. I guess I only hope that we can further our global growth especially when it comes to learning.
If global change were really visible as our lives are leaning in that wonderous direction, we should see learning as an all-around thing. Nancy mentioned in a recent post in Blackboard that Russians learn about world history- not just their own. Now, while the United States is most considered a powerful nation and others are obviously seeking to attain such power (although I could argue that Russians have a handle on our space system in which I think the U.S. is still trailing...) I can see why they would want to acquire knowledge of our nation... but why aren't we trying to get to know their history?
Global learning will be amazing and entirely relying on technology which is a great blessing and gift in which we should hold dearly.
Global change, I believe, derives from the citizens. As soon as I read this question, a quote from someone pretty famous came to me-- "That's one small step for man; one giant leap for mankind" -- spoken by Neil Armstrong himself as he first stepped onto the moon.
He didn't speak of but himself or even of the American people of which he belonged, but for all. While he, like other leaders in politics and beyond may be considered the deal-makers of our time, we are essentially living in a democracy (or we would hope...) that allows the people to have a say in change. We vote in elections--although less than we should as a people-- and we contribute our say to this freedom we have.
Like the United States, other countries allow their people freedom to choose and lead as they see fit. Many unfortunately do not though (thinking of North Korea and Cuba to name a couple). Even North Korea blocks the Internet heavily from their citizens.
Where global change would derive is if the worlds people are able to communicate. Since we know now that they can... what's the hold-up? Well, while I am no expert in the field, I do believe that global change must happen slowly and the people from all walks of life must be in agreement that they see a need for change. Because of our massive diversity and differences, we are still human and still maintain our views in being superior. I guess I only hope that we can further our global growth especially when it comes to learning.
If global change were really visible as our lives are leaning in that wonderous direction, we should see learning as an all-around thing. Nancy mentioned in a recent post in Blackboard that Russians learn about world history- not just their own. Now, while the United States is most considered a powerful nation and others are obviously seeking to attain such power (although I could argue that Russians have a handle on our space system in which I think the U.S. is still trailing...) I can see why they would want to acquire knowledge of our nation... but why aren't we trying to get to know their history?
Global learning will be amazing and entirely relying on technology which is a great blessing and gift in which we should hold dearly.
Monday, June 16, 2008
EDC 668 - Week 7 Blog
From where does personal and local change derive? How can we use change to promote deeper learning as individuals and in our local settings?
Daniel Yankelovich's article, Ferment and Change: Higher Education in 2015 was really interesting. He spoke of 5 trends that higher education should consider to meet the needs of the people by 2015.
Personal and local change must derive in five ways-- according to the article; one of which is Changing Life Cycles as our Nation's Population Ages. The article speaks of "college aged" being dramatically flopped from an "early 20's" mentality. With this, it's important that higher education see these changes and see to changing as the trends do.
A dramatic separation between the work force and college is shown to illustrate how divided we are and how this change cannot be created without the enlistment of both involved. Here's an excerpt from the article that I feel summed up the concept best:
Employers and colleges are not designed to accommodate the longer life stage between adolescence and settling down, especially in light of the ever-changing character of today's knowledge economy. Preparation for work is now divided between "education," the task assigned to schools and colleges, and "training," the task assigned to the workplace or to professional trainers. Yet that distinction is often artificial and inefficient. A great deal of training goes on in education, but it is poorly done because it is divorced from the workplace, and a great deal of education goes into training that is also poorly done because it is divorced from colleges. If higher education were totally responsive to the demands of the larger society, in 10 years we would see many more efforts to integrate higher education, training, and work.
To derive that personal change, the mindset of individuals needs to change. Individuals need to focus themselves and cause that special change at the local level. The whole quote about "it takes a village to raise a child" may be appropriate here. In order for local change to occur, everyone must take on the responsibility to do their part and show less ignorance to change. The support, financially, through voting, and emotionally must stand behind the future of higher education.
Some ways I can show personal change to affect local change is to encourage my fellow colleagues to continue on with higher education, to vote in elections (even though their children don't go to schools in the district or they are past their prime and children are grown and moved away), and to see purpose in getting involved. Many people think that their "vote" or input does not count but collectively they all do. With everyone keeping that mentality of "I'm only one person...", we would have no involvement. If more people spoke up about their interests to further their education and the ways in which they saw fit, change would occur. It takes a united people to campaign for their interests.
Higher education will not change overnight and the plans to change by 2015 (you think we'll get there?? I'm not so sure! We only have 7 years!) will be impossible if the ENTIRE community of people sees higher education as their concern.
Daniel Yankelovich's article, Ferment and Change: Higher Education in 2015 was really interesting. He spoke of 5 trends that higher education should consider to meet the needs of the people by 2015.
Personal and local change must derive in five ways-- according to the article; one of which is Changing Life Cycles as our Nation's Population Ages. The article speaks of "college aged" being dramatically flopped from an "early 20's" mentality. With this, it's important that higher education see these changes and see to changing as the trends do.
A dramatic separation between the work force and college is shown to illustrate how divided we are and how this change cannot be created without the enlistment of both involved. Here's an excerpt from the article that I feel summed up the concept best:
Employers and colleges are not designed to accommodate the longer life stage between adolescence and settling down, especially in light of the ever-changing character of today's knowledge economy. Preparation for work is now divided between "education," the task assigned to schools and colleges, and "training," the task assigned to the workplace or to professional trainers. Yet that distinction is often artificial and inefficient. A great deal of training goes on in education, but it is poorly done because it is divorced from the workplace, and a great deal of education goes into training that is also poorly done because it is divorced from colleges. If higher education were totally responsive to the demands of the larger society, in 10 years we would see many more efforts to integrate higher education, training, and work.
To derive that personal change, the mindset of individuals needs to change. Individuals need to focus themselves and cause that special change at the local level. The whole quote about "it takes a village to raise a child" may be appropriate here. In order for local change to occur, everyone must take on the responsibility to do their part and show less ignorance to change. The support, financially, through voting, and emotionally must stand behind the future of higher education.
Some ways I can show personal change to affect local change is to encourage my fellow colleagues to continue on with higher education, to vote in elections (even though their children don't go to schools in the district or they are past their prime and children are grown and moved away), and to see purpose in getting involved. Many people think that their "vote" or input does not count but collectively they all do. With everyone keeping that mentality of "I'm only one person...", we would have no involvement. If more people spoke up about their interests to further their education and the ways in which they saw fit, change would occur. It takes a united people to campaign for their interests.
Higher education will not change overnight and the plans to change by 2015 (you think we'll get there?? I'm not so sure! We only have 7 years!) will be impossible if the ENTIRE community of people sees higher education as their concern.
Sunday, June 8, 2008
EDC 668 - Week 6 Blog
How does globalization change the needs and demands on US, K12, higher education and corporate learning environments?
Us: Globalization changes the needs and demands of us because information is flowing on a larger scheme than before. Globalizing ourselves means being sensitive to other cultures, countries, and the changes that take place between them. Rather than natural disasters of other countries being "their" concern, we have now made it our concern because of a higher invested interest.
K12: If we were truly global (which I wish we were... but we are getting there), our students would not be attending schools and seeing their worlds as apart from others. We do not educate our children in the same way as other countries... and although allowing for change within countries is the rights of their individual governments, states, countries, we must see ourselves as competitive with them while working to develop the best ways to raise our children. There may be alternate methods presented by different countries that vary in the way we educate our youth, but the underlying point is that regardless of country, all young people should be educated. We compete, but should moreso-- collaborate to ensure the best learning for our children. If another country prepares our children and we are made aware through globalization, we need to assess our own methods and grow to me more like those with the innovation.
Higher Education: In higher education, I HOPE that globalization hits soon. I recall reflecting with my cadremates about the excitement of online learning in higher education to be global. Rather than attending one University, being given the option to attend multiple Universities within the world--- actually learning about Chinese culture from a Chinese professor in Tapped In or Skype from Beijing... all that would truly mean global learning and enrichment for all.
Corporate Learning: In the corporate world, if globalization is truly in place, job performances are benchmarked globally, not locally. This means that people are hired and remain valuable based on their assets, regardless of time zone or location. I see this out of all four levels discussed here to be to most current and updated. This really happens. In Wikinomics, this same view is shared and in an array of books exposing globalization of work-- ever called a product company lately and spoken to someone in India-- globalizing our corporate world is already there. Whatever is more effective and efficient will = what our markets are headed towards.
Us: Globalization changes the needs and demands of us because information is flowing on a larger scheme than before. Globalizing ourselves means being sensitive to other cultures, countries, and the changes that take place between them. Rather than natural disasters of other countries being "their" concern, we have now made it our concern because of a higher invested interest.
K12: If we were truly global (which I wish we were... but we are getting there), our students would not be attending schools and seeing their worlds as apart from others. We do not educate our children in the same way as other countries... and although allowing for change within countries is the rights of their individual governments, states, countries, we must see ourselves as competitive with them while working to develop the best ways to raise our children. There may be alternate methods presented by different countries that vary in the way we educate our youth, but the underlying point is that regardless of country, all young people should be educated. We compete, but should moreso-- collaborate to ensure the best learning for our children. If another country prepares our children and we are made aware through globalization, we need to assess our own methods and grow to me more like those with the innovation.
Higher Education: In higher education, I HOPE that globalization hits soon. I recall reflecting with my cadremates about the excitement of online learning in higher education to be global. Rather than attending one University, being given the option to attend multiple Universities within the world--- actually learning about Chinese culture from a Chinese professor in Tapped In or Skype from Beijing... all that would truly mean global learning and enrichment for all.
Corporate Learning: In the corporate world, if globalization is truly in place, job performances are benchmarked globally, not locally. This means that people are hired and remain valuable based on their assets, regardless of time zone or location. I see this out of all four levels discussed here to be to most current and updated. This really happens. In Wikinomics, this same view is shared and in an array of books exposing globalization of work-- ever called a product company lately and spoken to someone in India-- globalizing our corporate world is already there. Whatever is more effective and efficient will = what our markets are headed towards.
Saturday, May 31, 2008
EDC 668 - Week 5 Blog
How do NCLB and the Spellings Commission affect change in the use of educational technology?
Addressing NCLB's stance of education and my thoughts about how it may affect educational technology, I see schools underperforming and therefore receiving less government stipend funding for technology programs. Those schools that fail to meet the numerical achievement standards will face "punishment" in areas that could likely provide the funding for education programs.
I know that NCLB has been in hot debate since it's arrival about 7 or so years ago, but I am not blogging about my opinion-- moreso of how I see technology education changing because of its arrival. With NCLB, standards are expected to be met and optimal test scores are expected to be achieved. With a fear that they may not hit the marks and lose their funding, schools put aside programs that are good for student achievement, growth, etc. to teach the standards and as some say, 'teach to the test.' Certainly not jumping to any major conclusions, I do see a concern for putting programs like art, music, technology, and physical education on the backburner as teachers struggle to fulfill every tiny category of the standards to be ready for May testing.
As for higher education and the Spellings Commission's accreditation (debate), I feel that educational technology could actually benefit them. There are strict regulations in place for higher education sources to keep high standards... and that's a great thing. The wonderful thing I find about higher education is their ability to make their own rules when it comes to specific standards... so long as those standards are high enough for the DOE. With this freedom... for lack of a better term, schools are pushed to become better than yesterday so they can maintain their funding and status as an "accredited program or university."
This section was pulled from the article that I learned most about:
The process is used largely to help institutions improve themselves, but it also serves as the closest thing higher education has to an externally applied stamp of approval. Although it rarely happens, the agencies have the authority to pull an institution’s accreditation, and with it the ability of its students to receive federal financial aid.
Yes, as I see the article... they have highlighted the best (and worst) the process has to offer. But... what I valued most from reading that was that it requires institutions to improve themselves... which is where I think educational technology may place its footprint. With their need to constantly improve themselves, incorporating technology may be just the extra addition they can add to improve their programs and be "good enough" for the DOE.
Addressing NCLB's stance of education and my thoughts about how it may affect educational technology, I see schools underperforming and therefore receiving less government stipend funding for technology programs. Those schools that fail to meet the numerical achievement standards will face "punishment" in areas that could likely provide the funding for education programs.
I know that NCLB has been in hot debate since it's arrival about 7 or so years ago, but I am not blogging about my opinion-- moreso of how I see technology education changing because of its arrival. With NCLB, standards are expected to be met and optimal test scores are expected to be achieved. With a fear that they may not hit the marks and lose their funding, schools put aside programs that are good for student achievement, growth, etc. to teach the standards and as some say, 'teach to the test.' Certainly not jumping to any major conclusions, I do see a concern for putting programs like art, music, technology, and physical education on the backburner as teachers struggle to fulfill every tiny category of the standards to be ready for May testing.
As for higher education and the Spellings Commission's accreditation (debate), I feel that educational technology could actually benefit them. There are strict regulations in place for higher education sources to keep high standards... and that's a great thing. The wonderful thing I find about higher education is their ability to make their own rules when it comes to specific standards... so long as those standards are high enough for the DOE. With this freedom... for lack of a better term, schools are pushed to become better than yesterday so they can maintain their funding and status as an "accredited program or university."
This section was pulled from the article that I learned most about:
The process is used largely to help institutions improve themselves, but it also serves as the closest thing higher education has to an externally applied stamp of approval. Although it rarely happens, the agencies have the authority to pull an institution’s accreditation, and with it the ability of its students to receive federal financial aid.
Yes, as I see the article... they have highlighted the best (and worst) the process has to offer. But... what I valued most from reading that was that it requires institutions to improve themselves... which is where I think educational technology may place its footprint. With their need to constantly improve themselves, incorporating technology may be just the extra addition they can add to improve their programs and be "good enough" for the DOE.
Wednesday, May 21, 2008
EDC 668 - Week 4 Blog
Where do you see technology & education developing next? How do you think the symbiotic relationship between the two will evolve over the next 10 years?
At a rapid pace, technology is showings signs of hope for rejuvenating education as we know it. Whether or not schools have or will take heed and act is another situation. Many schools see a need for technology, but often lack the resources and time that are necessary for technology integration. There is one thing that is certain however; that technology is a resource schools want and businesses want.
In Next: The Future Just Happened (Lewis, 2001), the Internet is expressed as changing the way we live and work. For a few young entrepreneurs, their lives changed by using simplistic yet complex computer manipulation techniques that landed the on the fast track to success-- until those opposed to the use of the convenient technology were informed and put a stop to everything. Lewis depicts technology as both being a resource of innovation and a resource of the past. While we don't consider the Web to be innovative (yet imperative in the world), we do require its presence to successfully carry on with business and living.
Carrying with the tradition of technology development and further discovering of tools designed to help education, I hope that technology is more than just developed, but enveloped into the school day. Like the youngsters described in the book, our abilities to use the technology is not what is surprising, but the actual use of technology within the classroom that is.
I hope that in 10 years technology will not be swept under the rug but a required "standard" to use in teaching other subjects. I picture students using hand-held computerized devices to web search, complete assignments, and go completely paperless with regards to worksheets as far back as the upper elementary level. Young students were born in the technology age and see no different than what they are taught. If they are being taught with the technology that is available and discovered, it should not be a surprise to us that 15-year olds give law advice or participate in contributing ideas to the collective body of knowledge that is our World Wide Web.
Hicken, M. (2007, Aug. 3). Technology Skills
Seen Key for U.S. Students. The Washington Times, pp. C08.
Lewis, M. (2001). Next : The Future Just Happened.
New York: Random House.
At a rapid pace, technology is showings signs of hope for rejuvenating education as we know it. Whether or not schools have or will take heed and act is another situation. Many schools see a need for technology, but often lack the resources and time that are necessary for technology integration. There is one thing that is certain however; that technology is a resource schools want and businesses want.
In Next: The Future Just Happened (Lewis, 2001), the Internet is expressed as changing the way we live and work. For a few young entrepreneurs, their lives changed by using simplistic yet complex computer manipulation techniques that landed the on the fast track to success-- until those opposed to the use of the convenient technology were informed and put a stop to everything. Lewis depicts technology as both being a resource of innovation and a resource of the past. While we don't consider the Web to be innovative (yet imperative in the world), we do require its presence to successfully carry on with business and living.
Carrying with the tradition of technology development and further discovering of tools designed to help education, I hope that technology is more than just developed, but enveloped into the school day. Like the youngsters described in the book, our abilities to use the technology is not what is surprising, but the actual use of technology within the classroom that is.
I hope that in 10 years technology will not be swept under the rug but a required "standard" to use in teaching other subjects. I picture students using hand-held computerized devices to web search, complete assignments, and go completely paperless with regards to worksheets as far back as the upper elementary level. Young students were born in the technology age and see no different than what they are taught. If they are being taught with the technology that is available and discovered, it should not be a surprise to us that 15-year olds give law advice or participate in contributing ideas to the collective body of knowledge that is our World Wide Web.
Hicken, M. (2007, Aug. 3). Technology Skills
Seen Key for U.S. Students. The Washington Times, pp. C08.
Lewis, M. (2001). Next : The Future Just Happened.
New York: Random House.
Sunday, May 18, 2008
EDC 668 - Week 3 Blog
How can authentic learning tools improve student engagement and deepen learning? What does the apprenticeship model tell us about learning?
Authentic learning tools are helpful in student engagement and learning because they serve a specific purpose that in essence, can differentiate instruction/learning for that individual or group of individuals. For example,
if students are given such things as portfolios to add to their learning and create more of a linear pattern of learning, students can see personal growth, tailor projects to their own understandings and purposes, and develop a more diverse form of learning that simply cannot be compared to a test or heavily structured project.
The apprenticeship model tells us that learning is best done when students are able to work through their lives and experiences when learning new ideas/tools. Without using these new ideas and experiences to improve their lives and work, the experiences stand alone as learning that has not been connected to the person. Knowledge is often lost when experiences are not connected to the learning, hence making apprenticeship learning so valuable for any student.
Authentic learning tools are helpful in student engagement and learning because they serve a specific purpose that in essence, can differentiate instruction/learning for that individual or group of individuals. For example,
if students are given such things as portfolios to add to their learning and create more of a linear pattern of learning, students can see personal growth, tailor projects to their own understandings and purposes, and develop a more diverse form of learning that simply cannot be compared to a test or heavily structured project.
The apprenticeship model tells us that learning is best done when students are able to work through their lives and experiences when learning new ideas/tools. Without using these new ideas and experiences to improve their lives and work, the experiences stand alone as learning that has not been connected to the person. Knowledge is often lost when experiences are not connected to the learning, hence making apprenticeship learning so valuable for any student.
Saturday, May 10, 2008
EDC 668 - Week 2 Blog
Why do educational organizations choose to employ portfolios? What value does the use of rubrics in evaluating activities and portfolios bring? How can peer review affect learning progress and growth?
Educational organizations choose to employ portfolios for a variety of reasons. Just as an experiment, I Google searched "portfolios" and the first site to come up was an organization site, boasting the use of portfolios in education. This website: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm described portfolios as being:
"...collections of students' work over time. A portfolio often documents a student's best work and may include other types of process information, such as drafts of the student's work, the student's self-assessment of the work, and the parents' assessment. Portfolios may be used for evaluation of a student's abilities and improvement."
In just the same way, portfolios are used to highlight growth and learning achievements. Professional business portfolios are essentially a timeline of experience and with that experience, learning (should have) occurred.
Rubrics bring great value in examining growth and learning by way of portfolios and activities. It's easy for those measuring the personal's growth (whether it be a teacher, executive, principal, etc.) by basing it on an expectation that has already been set. In the same sense, teachers can use rubrics that were created to measure student achievement to their objectives in teaching. If a students portfolio includes how they learned to write their rounded letters, a teacher may remember back to his/her objectives in teaching and see whether the portfolio evidence measured to the standards of their lesson and met the lesson objective goals.
Peer review is also another successful method of accountability and learning that goes on when students critique one another and help them raise the bar for themselves. Students are often self-critical and can see areas of weakness in one another. They also are likely to find someone in their peer group that is strong in an area of weakness for them, finding not only an allie but another teacher who may shed some light on their struggles and help to improve this deficit.
Educational organizations choose to employ portfolios for a variety of reasons. Just as an experiment, I Google searched "portfolios" and the first site to come up was an organization site, boasting the use of portfolios in education. This website: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm described portfolios as being:
"...collections of students' work over time. A portfolio often documents a student's best work and may include other types of process information, such as drafts of the student's work, the student's self-assessment of the work, and the parents' assessment. Portfolios may be used for evaluation of a student's abilities and improvement."
In just the same way, portfolios are used to highlight growth and learning achievements. Professional business portfolios are essentially a timeline of experience and with that experience, learning (should have) occurred.
Rubrics bring great value in examining growth and learning by way of portfolios and activities. It's easy for those measuring the personal's growth (whether it be a teacher, executive, principal, etc.) by basing it on an expectation that has already been set. In the same sense, teachers can use rubrics that were created to measure student achievement to their objectives in teaching. If a students portfolio includes how they learned to write their rounded letters, a teacher may remember back to his/her objectives in teaching and see whether the portfolio evidence measured to the standards of their lesson and met the lesson objective goals.
Peer review is also another successful method of accountability and learning that goes on when students critique one another and help them raise the bar for themselves. Students are often self-critical and can see areas of weakness in one another. They also are likely to find someone in their peer group that is strong in an area of weakness for them, finding not only an allie but another teacher who may shed some light on their struggles and help to improve this deficit.
Thursday, May 1, 2008
EDC 668 - Week 1 Blog
What is the role of an electronic portfolio in my ongoing academic and professional career in educational technology?
I see an electronic portfolio being a value resource for my academic and professional career. Currently I am still learning and growing as a new teacher and adding to my repetoire of knowledge. I attend seminars, join groups, take classes, and spend time in workshops to better my knowledge in teaching. Just the same, I need a place to house my growth and area to post my knowledge and ongoing learning calendar. From this, I see an electronic portfolio as being easy to alter and use as my ongoing learning develops. It would also benefit me because I would not need paper record of attended seminars, while keeping them online for viewing.
In my professional career in educational technology, I think it's important to show how it personally impacts my living. Having an online portfolio, I prove that using technology is important to me and how dedicated I am to learning new methods. I think having an electronic portfolio would set me aside from many educated people (especially educators) because of my ability to market my skills while sharing my experiences in such a manner. I also hope to help others develop their knowledge of educational technology and benefit this program further by bringing others into its existence.
I am eager to work on this! What a great way to track progress.
I see an electronic portfolio being a value resource for my academic and professional career. Currently I am still learning and growing as a new teacher and adding to my repetoire of knowledge. I attend seminars, join groups, take classes, and spend time in workshops to better my knowledge in teaching. Just the same, I need a place to house my growth and area to post my knowledge and ongoing learning calendar. From this, I see an electronic portfolio as being easy to alter and use as my ongoing learning develops. It would also benefit me because I would not need paper record of attended seminars, while keeping them online for viewing.
In my professional career in educational technology, I think it's important to show how it personally impacts my living. Having an online portfolio, I prove that using technology is important to me and how dedicated I am to learning new methods. I think having an electronic portfolio would set me aside from many educated people (especially educators) because of my ability to market my skills while sharing my experiences in such a manner. I also hope to help others develop their knowledge of educational technology and benefit this program further by bringing others into its existence.
I am eager to work on this! What a great way to track progress.
Friday, April 11, 2008
EDC 665 -- Week 14 Blog
Blog: What theory, discussion and/or application from this course most impacts your ongoing action research project?
Backwards design is the number one impact on my life in teaching, and my action research project. The ARP gradually changes every cycle because I have found myself changing. My views have been changing in respect to what I value as a teacher and what I feel my students should learn.
While I have always known that backwards design existed (recent teacher ed. graduate), I rarely found time to spend on it. Teaching can be a whirlwind, and it's important to create a list of how and what is important to you in your practice. It's just that: a practice. We must change and design our curriculum to suit our student needs.
The second most important piece that I value is using differentiated instruction. I currently use it in my classroom and daily routines, but I really see value in differentiating in my ARP. Students are exploring how to use the Internet in relation to web searches and I think that my student pairings and expectations are different per pair. Some need additional attention, but in all, I expect that all students will understand my essential questions (or in this case, research questions).
Backwards design is the number one impact on my life in teaching, and my action research project. The ARP gradually changes every cycle because I have found myself changing. My views have been changing in respect to what I value as a teacher and what I feel my students should learn.
While I have always known that backwards design existed (recent teacher ed. graduate), I rarely found time to spend on it. Teaching can be a whirlwind, and it's important to create a list of how and what is important to you in your practice. It's just that: a practice. We must change and design our curriculum to suit our student needs.
The second most important piece that I value is using differentiated instruction. I currently use it in my classroom and daily routines, but I really see value in differentiating in my ARP. Students are exploring how to use the Internet in relation to web searches and I think that my student pairings and expectations are different per pair. Some need additional attention, but in all, I expect that all students will understand my essential questions (or in this case, research questions).
Sunday, April 6, 2008
Power Mentoring w/Jen Part 4
An update on my and Jen's mentoring relationship. We've talked casually recently and wanted to post her recent needs as I remember them. We also have dinner planned for this week to discuss these items even further and also catch up as friends (because that's also very important!).
Jen is concerned about making new teacher friends that she "clicks" with at her new school location. Being the department chair at her current high school, she was part in the hiring process and quickly found connections with her apprentice teachers. She was also a support provider in BTSA -- the beginning teacher program required for year 1 and year 2 teachers in California. It is nice to have friends in the department you work in, and I understand Jen's concern there. We can somewhat relate to this issue as I am working at a school that I could leave tomorrow with now holds if required. I love my students and the parents and administration is supportive, but the teachers aren't the most friendly. They don't go above and beyond in their jobs and the parking lot is often empty before 4:00 on any given day. I can barely get students out of the classroom and the last straggling tutoring my students request before most teachers are off into the sunset. So, I understand and we had a great connecting conversation.
One of the other concerns she brought to my attention through her transition was learning to deal with what parents bring. It's a difficult task to figure out proper ways to approach phonecalls, emails, etc. Coming from a school where the demographics include many students who aren't legal residents (hence the parents are not complaining out of safety) and the majority of parents who are uneducated, not bilingual, and not involved, there is a great concern for the abrupt change. To this concern, I can relate completely. This was one of the main reasons why I selected Jen as my mentee because she is in need of assistance on the very thing I had such a learning curve on just a couple years ago. I am better versed now. A friend of mine substitute teaches at my school and her husband is a high school math teacher at the school Jen will be switching to. They will be in the same department and have taught at the same starting school. Given their similiar connections, I was able to speak with that teachers wife about his transition and to offer some advice for Jen. The wife, Julie, mentioned that she is excited Jen will be jumping into their group and that it was a struggle to watch students feel so "privileged" at this new "elite" high school as opposed to the one both of them starting their teaching careers in. It's trying at first, but he has been there now for over 25 years so he obviously warmed up to the student population. The important thing to note is that although it's an affluent area, there are students from all over and not all of them have a supportive family and background. Struggle can be found everywhere and we all have the same basic needs to be loved and appreciated.
Those were some heavy topics. More to come on Thursday/Friday.
Jen is concerned about making new teacher friends that she "clicks" with at her new school location. Being the department chair at her current high school, she was part in the hiring process and quickly found connections with her apprentice teachers. She was also a support provider in BTSA -- the beginning teacher program required for year 1 and year 2 teachers in California. It is nice to have friends in the department you work in, and I understand Jen's concern there. We can somewhat relate to this issue as I am working at a school that I could leave tomorrow with now holds if required. I love my students and the parents and administration is supportive, but the teachers aren't the most friendly. They don't go above and beyond in their jobs and the parking lot is often empty before 4:00 on any given day. I can barely get students out of the classroom and the last straggling tutoring my students request before most teachers are off into the sunset. So, I understand and we had a great connecting conversation.
One of the other concerns she brought to my attention through her transition was learning to deal with what parents bring. It's a difficult task to figure out proper ways to approach phonecalls, emails, etc. Coming from a school where the demographics include many students who aren't legal residents (hence the parents are not complaining out of safety) and the majority of parents who are uneducated, not bilingual, and not involved, there is a great concern for the abrupt change. To this concern, I can relate completely. This was one of the main reasons why I selected Jen as my mentee because she is in need of assistance on the very thing I had such a learning curve on just a couple years ago. I am better versed now. A friend of mine substitute teaches at my school and her husband is a high school math teacher at the school Jen will be switching to. They will be in the same department and have taught at the same starting school. Given their similiar connections, I was able to speak with that teachers wife about his transition and to offer some advice for Jen. The wife, Julie, mentioned that she is excited Jen will be jumping into their group and that it was a struggle to watch students feel so "privileged" at this new "elite" high school as opposed to the one both of them starting their teaching careers in. It's trying at first, but he has been there now for over 25 years so he obviously warmed up to the student population. The important thing to note is that although it's an affluent area, there are students from all over and not all of them have a supportive family and background. Struggle can be found everywhere and we all have the same basic needs to be loved and appreciated.
Those were some heavy topics. More to come on Thursday/Friday.
EDC 665 - Week 13 Blog
In your current professional environment, how are educational experiences or programs assessed? Is the evidence collected from the assessment used to inform change? Why or why not do you think this occurs?
In my current professional environment, the educational experiences and programs are assessed in a few ways; as a school team, as an individual teacher, and at the district level. In our school district, we use PLC's (professional learning communities) where our teachers run the show and discuss progams and all educational experiences that affect our students in a wide setting with everyone involved, in grade level meetings, and in cross-grade level meetings. The universality of the prorgam is fantastic. We created norms to follow when in attendance and we follow up with major events regularly to assure what we are implementing is valid and necessary. For example, we have used PLC's to determine how money should be spent on our supplies, music program, Gifted Students, Physical Education, etc. Teachers are the first to have a say at school decisions and how we run specific programs unique to our site.
As an individual teacher, I am responsible for creating educational experiences for my students and I am lucky to have a school administrator and district that allows individual teachers the luxury of creating these experiences. Within my classroom, as long as I am supportive to my fellow team members (other teachers) and teach the standards, I can teach freely. I am not expected to jump through any hoops within the classroom. Because of this luxury, I have free reign to expose my students to fabulous programs. For example, I love teaching language arts with chapter books to my fourth graders. They equally love the non-scripted approach and flexibility to read a book they had a say in selecting. The point is to get them reading... not to teach them to dislike it!
At the district level, many decisions are made about programs that are out of our control... usually tying somewhere with money. For example, some years we have instructional vocal music and some years we do not. We don't have a P.E. program but we certainly teach our own students all because the money was not available. Professional development is incredibly helpful but we don't receive a lot of funding based on our demographics and location.
Evidence from assessments are absolutely used to inform change. If a program is not working and the outcomes are not the expected outcomes, or outcomes we didn't expect but showing growth, we are quick to re-group and change route. Teaching and school districts must be about change. If they are not, the growth will not be seen in the consumers (students). Given our actual assessment data, we saw a need for increased writing support. Our district and school adopted the Lucy Calkin's program of writing and is now training teachers in this fashion. It has been a huge success. On another note, conceptual understanding and problem solving is a huge push in math this year. I was on the CUPS committee and saw little value in the program. While the concepts are certainly important to review, it was not a good use of money and needed to be re-worked. The outcomes and assessment did not produce good results, thus informing the much needed change. I think that our district and school site uses assessment to inform change because time is not only of the essence, but it is the responsibility of an educational institution to support their students in the greatest possible way while being respective of the tax dollars they are spending. While corruption and disagreements can arise, it seems to be a fluid process within our district and I am proud to have a teaching position in the midst of great and conscious change.
In my current professional environment, the educational experiences and programs are assessed in a few ways; as a school team, as an individual teacher, and at the district level. In our school district, we use PLC's (professional learning communities) where our teachers run the show and discuss progams and all educational experiences that affect our students in a wide setting with everyone involved, in grade level meetings, and in cross-grade level meetings. The universality of the prorgam is fantastic. We created norms to follow when in attendance and we follow up with major events regularly to assure what we are implementing is valid and necessary. For example, we have used PLC's to determine how money should be spent on our supplies, music program, Gifted Students, Physical Education, etc. Teachers are the first to have a say at school decisions and how we run specific programs unique to our site.
As an individual teacher, I am responsible for creating educational experiences for my students and I am lucky to have a school administrator and district that allows individual teachers the luxury of creating these experiences. Within my classroom, as long as I am supportive to my fellow team members (other teachers) and teach the standards, I can teach freely. I am not expected to jump through any hoops within the classroom. Because of this luxury, I have free reign to expose my students to fabulous programs. For example, I love teaching language arts with chapter books to my fourth graders. They equally love the non-scripted approach and flexibility to read a book they had a say in selecting. The point is to get them reading... not to teach them to dislike it!
At the district level, many decisions are made about programs that are out of our control... usually tying somewhere with money. For example, some years we have instructional vocal music and some years we do not. We don't have a P.E. program but we certainly teach our own students all because the money was not available. Professional development is incredibly helpful but we don't receive a lot of funding based on our demographics and location.
Evidence from assessments are absolutely used to inform change. If a program is not working and the outcomes are not the expected outcomes, or outcomes we didn't expect but showing growth, we are quick to re-group and change route. Teaching and school districts must be about change. If they are not, the growth will not be seen in the consumers (students). Given our actual assessment data, we saw a need for increased writing support. Our district and school adopted the Lucy Calkin's program of writing and is now training teachers in this fashion. It has been a huge success. On another note, conceptual understanding and problem solving is a huge push in math this year. I was on the CUPS committee and saw little value in the program. While the concepts are certainly important to review, it was not a good use of money and needed to be re-worked. The outcomes and assessment did not produce good results, thus informing the much needed change. I think that our district and school site uses assessment to inform change because time is not only of the essence, but it is the responsibility of an educational institution to support their students in the greatest possible way while being respective of the tax dollars they are spending. While corruption and disagreements can arise, it seems to be a fluid process within our district and I am proud to have a teaching position in the midst of great and conscious change.
Wednesday, March 19, 2008
Power Mentoring w/Jen Part 3
The recent mentor meeting I had with Jen went well. We brought out another concern she was having that was making her anxious about her upcoming switch to the new high school.
I was sort of surprised by her concern this time, but understand how she might be feeling in this regard. Jen has worked in this lower-income area for 6 years now, the duration of her teaching career. In this time, she has built a great deal of relationships and fears that leaving with make her feel the "baggage" as she referred to it, of betrayal. She will feel guilty, essentially, for leaving behind what needs more attention and care for something that may come easier to her.
While she is not leaving to get away from the kids she works with, the administration is trying on her. She has gone through multiple administrators and superintendants that most teachers in their 6th year should and do not have to endure. The district is disorganized and seems to be fraying at the seams.
We discussed how she can still involve herself in collaboration with other teachers from the school and possibly still have a foot in the door for assistance, or relationships with students who really value her as a mentor. A bit of "pay it forward" mentoring, if you will.
I brought some thoughts to her about my insecurities with my job future. We talked about ways to market myself and how I may best show my assets to other districts if they time arises where this may occur. She is really supportive and gave me great interview tips that she's used in the past too.
I was sort of surprised by her concern this time, but understand how she might be feeling in this regard. Jen has worked in this lower-income area for 6 years now, the duration of her teaching career. In this time, she has built a great deal of relationships and fears that leaving with make her feel the "baggage" as she referred to it, of betrayal. She will feel guilty, essentially, for leaving behind what needs more attention and care for something that may come easier to her.
While she is not leaving to get away from the kids she works with, the administration is trying on her. She has gone through multiple administrators and superintendants that most teachers in their 6th year should and do not have to endure. The district is disorganized and seems to be fraying at the seams.
We discussed how she can still involve herself in collaboration with other teachers from the school and possibly still have a foot in the door for assistance, or relationships with students who really value her as a mentor. A bit of "pay it forward" mentoring, if you will.
I brought some thoughts to her about my insecurities with my job future. We talked about ways to market myself and how I may best show my assets to other districts if they time arises where this may occur. She is really supportive and gave me great interview tips that she's used in the past too.
Wednesday, March 12, 2008
Power Mentoring w/Jen Part Deux (really 3... but can't remember the 1st title)
Jen and I have been really busy and she's been out of town (oh life!) but she shot me an email and we've conversed about a few things going down in our lives. Here's the summary:
Another concern on the horizon is learning how to deal with a new kind of student. Many non-educators probably haven't experienced this dynamic... but when the demographics, area, languages change, so do the students. The needs and difficulties of students in the projects are far different than the tragedies seen in Beverly Hills. Jen is going from an urban school to a school with a mixture of both urban kids and yuppies. It's not to the extreme, but it's certainly a change. Now, parents will speak English (no parents did previously) and are involved. It may also be difficult for Jen to see how to meet these needs because they are so diverse.
I feel a connection to this because I have experienced working/volunteering at a variety of schools recently and seeing the dynamic change. The major connection I bring to the table when lending a helping hand and mentoring in this situation is knowing HOW to deal with the "other" demographic that Jen is not as familiar with. I understand much of what parents are looking for and I have coping strategies for parents who are ultra-needy. She may even run into parents who are doing the homework for the students and then in class the child is failing... it definitely happens.
The great news is that I will be moving in July directly across the street from the high school she is going to be teaching at. I can maintain our mentoring relationship until the framework has been set.
Other than that, she has been incredibly busy as have I. All is well!
Another concern on the horizon is learning how to deal with a new kind of student. Many non-educators probably haven't experienced this dynamic... but when the demographics, area, languages change, so do the students. The needs and difficulties of students in the projects are far different than the tragedies seen in Beverly Hills. Jen is going from an urban school to a school with a mixture of both urban kids and yuppies. It's not to the extreme, but it's certainly a change. Now, parents will speak English (no parents did previously) and are involved. It may also be difficult for Jen to see how to meet these needs because they are so diverse.
I feel a connection to this because I have experienced working/volunteering at a variety of schools recently and seeing the dynamic change. The major connection I bring to the table when lending a helping hand and mentoring in this situation is knowing HOW to deal with the "other" demographic that Jen is not as familiar with. I understand much of what parents are looking for and I have coping strategies for parents who are ultra-needy. She may even run into parents who are doing the homework for the students and then in class the child is failing... it definitely happens.
The great news is that I will be moving in July directly across the street from the high school she is going to be teaching at. I can maintain our mentoring relationship until the framework has been set.
Other than that, she has been incredibly busy as have I. All is well!
Thursday, March 6, 2008
EDC 665 - Week 9 Blog
From your experience in OMET thus far, what design practice has resonated with you the most? Why?
The design practice that has resonated with me the most through OMET is creating learning experiences (or "adventures") that really make an impact on your learning. That sounded vague... but my explanation is here:
I believe that creating learning experiences for anyone that allows them to be active in their learning is key. Regardless of how the plan is set up, the curriculum should be taught with activity involved. For example, I was teaching about the gold rush yesterday and we were discussing how strenuous working as a gold miner must have been. We all got out of our chairs, and tried to pan for gold as long as we could before our legs and backs started to ache. While it was a silly simulation, my students really won't forget the laborious work the 49'ers went through.
Group projects are also fantastic for students to be engaged in. Students teach each other an incredible amount. My favorite example of this is teaching math. I teach an advanced group of students and I love hearing them talk about math with one another. One student asks how their partner got the answer they did and the learning begins. "I changed the 6(6) to 6x because I was trying to show that it will cost 6 dollars for any amount of weeks, and x can stand for the number of weeks..." etc. Especially in math I value learning experiences that are rich in explanation such as these.
The design practice that has resonated with me the most through OMET is creating learning experiences (or "adventures") that really make an impact on your learning. That sounded vague... but my explanation is here:
I believe that creating learning experiences for anyone that allows them to be active in their learning is key. Regardless of how the plan is set up, the curriculum should be taught with activity involved. For example, I was teaching about the gold rush yesterday and we were discussing how strenuous working as a gold miner must have been. We all got out of our chairs, and tried to pan for gold as long as we could before our legs and backs started to ache. While it was a silly simulation, my students really won't forget the laborious work the 49'ers went through.
Group projects are also fantastic for students to be engaged in. Students teach each other an incredible amount. My favorite example of this is teaching math. I teach an advanced group of students and I love hearing them talk about math with one another. One student asks how their partner got the answer they did and the learning begins. "I changed the 6(6) to 6x because I was trying to show that it will cost 6 dollars for any amount of weeks, and x can stand for the number of weeks..." etc. Especially in math I value learning experiences that are rich in explanation such as these.
Sunday, March 2, 2008
Power Mentoring w/Jen
Jen and I have been in contact through emails and phone recently about some of the apprehensions she is having. We are planning to set up another lunch/dinner date soon to discuss some options and coping strategies to the following voiced concerns:
- Making new friends at a new high school -- being in a new environment is not always the same. Especially in a new school, dynamics can be incredibly different from school to school.
I am feeling this same thing right now at my current school. Having recently changed grade levels, my team is different than last year. In addition, it appears that the school I teach at is going to through one of those changing transitions where people are stuck in a rut, negative, over-worked, busy with young families and the unity that used to exist is void.
Another thing Jen mentioned that she is nervous about with the new transition is:
- Not beginning Young Life ministry right away. Young Life is a Christian-based organization that Jen has been a leader through (it's done through high school kids with teachers who act as leaders one night a week for "club") her entire teaching career thus far.
My fiance and Jen were both Young Life leaders for a couple years together and with this new school change, Jen will be ending her current school's YL leadership (and kids/fellow leaders/friends/support group) position. She likely hopes to be involved in YL in the future at her new school but must first get started, create connections with kids (that's how success in YL can exist) and find out how to start up club with the new kid base. Leaving behind a beginning is always difficult. In addition, myself and my fiance are fans of YL and how they work to bring kids to experience a faith. We will be looking into working as leaders as well with Jen when she is more established at her new school scene. We are hoping to live close to the high school which would make developing relationships with high school kids easy. :)
These are two main concerns Jen is facing right now and I obviously hold a bond with these two concerns. These are not the only two concerns, but we are taking the concerns in chunks as to work through them without a sense of overwhelmingness.
Dinner/lunch soon as our power mentoring relationship continues!
Sunday, February 24, 2008
EDC 665 - Week 8 Blog
In your ARP, are your learners engaged in their learning? Why or why not?
My students are engaged in their learning through my Action Research Project. As a matter of fact, it is entirely designed around their learning and make their experiences connect to information they have learned in class.
My students are given "scavenger hunts" with their partners for my cycle #2 and are sent to explore areas of the Internet. Most of the questions are to be found out by researching and many are open-ended. The great thing about them researching is that it relates entirely to what they are learning, or have learned in class.
I've also noticed that many of my students haven't been given the tools to be good researchers before. They've never figured out how to find interesting information online that is not drab like a textbook. I am hoping that given their inherent curiosity for learning, that they may not be turned off by textbooks and discoveries when they can find very cool things just by researching. I also want them to see that it can be done by them... even at 9-11 years of age.
I've recently sent them on discoveries (my hands off, I walk around to make sure content is appropriate on screens and answer questions both partners cannot figure out together) to solve math problems using Google, decrease search results by doing advanced searches on volcanoes, narrowing down their resources by searching Google images to find out information, cracking the code on true and fake websites, and the list continues. They've even been using del.icio.us and have recently begun using our class blog to blog about their learning, comment, and show others great things they have discovered.
My hope in the future is to get them involved in webquests and become experlike novices of researching on the web!
So far... it's all hands on. I love it!
My students are engaged in their learning through my Action Research Project. As a matter of fact, it is entirely designed around their learning and make their experiences connect to information they have learned in class.
My students are given "scavenger hunts" with their partners for my cycle #2 and are sent to explore areas of the Internet. Most of the questions are to be found out by researching and many are open-ended. The great thing about them researching is that it relates entirely to what they are learning, or have learned in class.
I've also noticed that many of my students haven't been given the tools to be good researchers before. They've never figured out how to find interesting information online that is not drab like a textbook. I am hoping that given their inherent curiosity for learning, that they may not be turned off by textbooks and discoveries when they can find very cool things just by researching. I also want them to see that it can be done by them... even at 9-11 years of age.
I've recently sent them on discoveries (my hands off, I walk around to make sure content is appropriate on screens and answer questions both partners cannot figure out together) to solve math problems using Google, decrease search results by doing advanced searches on volcanoes, narrowing down their resources by searching Google images to find out information, cracking the code on true and fake websites, and the list continues. They've even been using del.icio.us and have recently begun using our class blog to blog about their learning, comment, and show others great things they have discovered.
My hope in the future is to get them involved in webquests and become experlike novices of researching on the web!
So far... it's all hands on. I love it!
Saturday, February 23, 2008
Mentoring Movie -- The Princess Diaries
Upon recommendation, I just watched The Princess Diaries for the first time. I was told it would be a great mentoring film to use as my example for Paul's class.
As I was watching, I was under the impression that although the Queen (Julie Andrews) would be an obvious mentor for Mia (Anne Hathaway), I believe her best friend Lilly (Heather Matarazzo) and the security guard and the Queen's love interest Joe (Hector Elizando) make better mentors. I do believe that the Queen had some mentoring moments... but Mia and Joe stand out more vividly as mentors.
Lilly spends time expressing to Mia that she could make a difference by being a princess rather than giving up. Lilly's main expression to Mia was that of voice. Lilly was a "hippie" child who wanted to make a difference in the world but felt her voice was weak. She encouraged her friend Mia, and Mia supported Lilly.
Joe quoted Eleanor Roosevelt in saying, "No one can make you feel inferior unless you consent" -- to Mia when she felt embarrassed and upset about her new look and her friend Lilly's jealous remarks. Joe also encouraged Mia often and commented on her being fit for her princess role.
Mia counted on these two individuals and also made them proud and respected them throughout the movie. The queen became more of a mentor and less of a coach toward the middle of the movie. Initially, the Queen was more of a coach. The day she finally allowed the dual mentorship to take place was when she cancelled her appointments to allow "her granddaughter to show her around San Francisco." At that point, the Queen learned from Mia how to remember being young and carefree and how not to take herself so seriously. The first royal dinner was a complete mess but Mia managed to brush it off and her grandmother began to see her as an individual who was a lot like herself. The culminating mentor moment was when both women made each other proud: At the International Ball, the queen was proud of her granddaughter despite her attire, and Mia was understanding and grateful for her grandmother's help and love.
Some may say that Mia's father may have also been an inspirational mentor in addition to her mother, Caroline Goodall (Helen).
As I was watching, I was under the impression that although the Queen (Julie Andrews) would be an obvious mentor for Mia (Anne Hathaway), I believe her best friend Lilly (Heather Matarazzo) and the security guard and the Queen's love interest Joe (Hector Elizando) make better mentors. I do believe that the Queen had some mentoring moments... but Mia and Joe stand out more vividly as mentors.
Lilly spends time expressing to Mia that she could make a difference by being a princess rather than giving up. Lilly's main expression to Mia was that of voice. Lilly was a "hippie" child who wanted to make a difference in the world but felt her voice was weak. She encouraged her friend Mia, and Mia supported Lilly.
Joe quoted Eleanor Roosevelt in saying, "No one can make you feel inferior unless you consent" -- to Mia when she felt embarrassed and upset about her new look and her friend Lilly's jealous remarks. Joe also encouraged Mia often and commented on her being fit for her princess role.
Mia counted on these two individuals and also made them proud and respected them throughout the movie. The queen became more of a mentor and less of a coach toward the middle of the movie. Initially, the Queen was more of a coach. The day she finally allowed the dual mentorship to take place was when she cancelled her appointments to allow "her granddaughter to show her around San Francisco." At that point, the Queen learned from Mia how to remember being young and carefree and how not to take herself so seriously. The first royal dinner was a complete mess but Mia managed to brush it off and her grandmother began to see her as an individual who was a lot like herself. The culminating mentor moment was when both women made each other proud: At the International Ball, the queen was proud of her granddaughter despite her attire, and Mia was understanding and grateful for her grandmother's help and love.
Some may say that Mia's father may have also been an inspirational mentor in addition to her mother, Caroline Goodall (Helen).
EDC 639 -- Mentoring Journal -- Mid-February
Mentoring is going great. I spent a bit of time at lunch with my mentee recently and we discussed a couple options:
She is concerned with how parents may treat her in this transition to a more affluent area school. We discussed options of creating a website, keeping her parents up-to-date via email and making sure there is a clear line of communication despite her nervousness. It is important that the lines are open. We also talked about what we think (we aren't sure) of the grading program at her new school site. Some options are now moving toward all grades being available online and parents have access to them whenever they would like. This possibility could clear up some concerns that she is having. A school just about a mile away from her school uses this system!
Additionally, she discussed her concern with teaching styles within her department. Some are very traditional and she comes from a school that is in a lower-income area where students have a hard time "getting into" math. She has lots of bells and whistles and is very animated. Recently she went in to observe and noticed that the teachers at her new school are not as colorful. Her concern is less about their styles and more about how she can stress the importance of math being interesting, important, and fun at the same time.
We talked about her recent math family night at her school and how successful that was.
As for me, we discussed my options with the upcoming school year, position cuts in teaching, and the prospect of me being a substitute. We also discussed the option of me having a position but the adjustments that would need to be made adding 2.5 students to the already daunting class sizes.
I look forward to more mentoring time soon!
She is concerned with how parents may treat her in this transition to a more affluent area school. We discussed options of creating a website, keeping her parents up-to-date via email and making sure there is a clear line of communication despite her nervousness. It is important that the lines are open. We also talked about what we think (we aren't sure) of the grading program at her new school site. Some options are now moving toward all grades being available online and parents have access to them whenever they would like. This possibility could clear up some concerns that she is having. A school just about a mile away from her school uses this system!
Additionally, she discussed her concern with teaching styles within her department. Some are very traditional and she comes from a school that is in a lower-income area where students have a hard time "getting into" math. She has lots of bells and whistles and is very animated. Recently she went in to observe and noticed that the teachers at her new school are not as colorful. Her concern is less about their styles and more about how she can stress the importance of math being interesting, important, and fun at the same time.
We talked about her recent math family night at her school and how successful that was.
As for me, we discussed my options with the upcoming school year, position cuts in teaching, and the prospect of me being a substitute. We also discussed the option of me having a position but the adjustments that would need to be made adding 2.5 students to the already daunting class sizes.
I look forward to more mentoring time soon!
Tuesday, February 19, 2008
Comment Response -- Technology
Brandy wrote...After having Gary Stager as a professor last semester, I was also taught that technology is essentially anything that is assisting you to fulfill a need. Given this definition, I am also using student pair groupings to encourage students to work together with a common mind and goal to "solve" the "problems" I give them.
Gary said...
What leads you to this conclusion?
Last semester our EDC 664 class had a discussion about whether technology could be something other than an electronic-like item. During our class discussion, we came to reason that although a spoken/written language is not electronic and does not require power as our stereotypical definition of technology may, it is still a tool we use to assist us in communication.
If we view technology as more than just a plug-in machine, we can see on a broader scale that technology is simply a tool to produce more/better/more efficient successes.
Computers, automobiles, GPS systems, word processors, editing software, etc. all allow us to take what we already do (research, commute, navigate, script, revise) and make it better and more efficient.
Language has done that very same thing for us but has not required we insert batteries or charge when the battery becomes low. To this, I conclude that technologies can be defined another way... as a means to change the way we do certain things. Our outcome has improved (we hope) with the use of this "technology."
Gary said...
What leads you to this conclusion?
Last semester our EDC 664 class had a discussion about whether technology could be something other than an electronic-like item. During our class discussion, we came to reason that although a spoken/written language is not electronic and does not require power as our stereotypical definition of technology may, it is still a tool we use to assist us in communication.
If we view technology as more than just a plug-in machine, we can see on a broader scale that technology is simply a tool to produce more/better/more efficient successes.
Computers, automobiles, GPS systems, word processors, editing software, etc. all allow us to take what we already do (research, commute, navigate, script, revise) and make it better and more efficient.
Language has done that very same thing for us but has not required we insert batteries or charge when the battery becomes low. To this, I conclude that technologies can be defined another way... as a means to change the way we do certain things. Our outcome has improved (we hope) with the use of this "technology."
Monday, February 18, 2008
EDC 665 -- Book of Choice -- update #2
I completed the rest of the Blogs, Wikis, Podcasts... book and was somewhat lost with RSS feeds, but found some of the information valuable.
Since I am a novice to podcasting, I appreciated the reading on that area of technology and hope to use it eventually. As a matter of fact, I vaguely remember reading that podcasts were the technology of the next semester classes... so I may be required to make one! (I hope so)
For our group meeting to make decisions about our project for my EDC 665 class, Todd, Jessica, Rita, and myself decided to use Skype voice chat. With voice Skype, Todd said he has a software that allows him to record the conversation for later review. In essence, this is a podcast. In the book, it mentions downloadable software called www.powergramo.com. I am considering this software because I already have Skype.
Audacity is another piece of software to use. I also learned a bit about flickr and how to annotate a photo as a learning experience for students. I would like to learn more about screencasting, of which the book also covers, but I feel like I have to get podcasting down before I use podcasting with video.
I am impressed with the number of teenage kids who are masters at podcasting and all things digital. Although podcasting does not tie into my ARP, I would love to learn the trade and be able to teach future students or understand their love for the technology.
Maybe I should start by buying an MP3 player.
Since I am a novice to podcasting, I appreciated the reading on that area of technology and hope to use it eventually. As a matter of fact, I vaguely remember reading that podcasts were the technology of the next semester classes... so I may be required to make one! (I hope so)
For our group meeting to make decisions about our project for my EDC 665 class, Todd, Jessica, Rita, and myself decided to use Skype voice chat. With voice Skype, Todd said he has a software that allows him to record the conversation for later review. In essence, this is a podcast. In the book, it mentions downloadable software called www.powergramo.com. I am considering this software because I already have Skype.
Audacity is another piece of software to use. I also learned a bit about flickr and how to annotate a photo as a learning experience for students. I would like to learn more about screencasting, of which the book also covers, but I feel like I have to get podcasting down before I use podcasting with video.
I am impressed with the number of teenage kids who are masters at podcasting and all things digital. Although podcasting does not tie into my ARP, I would love to learn the trade and be able to teach future students or understand their love for the technology.
Maybe I should start by buying an MP3 player.
EDC 665 - Week 7 Blog
For your ARP, how did you select the technologies that you are utilizing? How have your learners responded thus far?
For my ARP, I selected the Internet in general as the main technology I am using. In teaching fourth grade, I realized that many of my students were intrigued with the Internet, but were not wise in using it. When asked if they knew even the most simple things about web browsers, and search engines, many had little to tell me about why they chose the technology they did other than to play a few video games and "google" topics of interest.
With a wide range of students in my classroom at all levels of understanding, I made the decision to teach them to be more conscious Internet consumers and show them the WHY of what they are using.
After having Gary Stager as a professor last semester, I was also taught that technology is essentially anything that is assisting you to fulfill a need. Given this definition, I am also using student pair groupings to encourage students to work together with a common mind and goal to "solve" the "problems" I give them.
So far, they have only visited the computer lab at our school once but they are enjoying it and learning a lot. I spoke to a few students after our last Wednesday's session and they were really enthused about what they were learning. This Wednesday will be another visit.
More updates to come! I have another fun day planned for them this week that includes using Google to solve math problems, using Google images to research and using advanced google searches to find factual information and weed out information that may be incorrect.
I am hoping to make my students great (and smart) consumers of the technology they already use (but don't fully understand).
For my ARP, I selected the Internet in general as the main technology I am using. In teaching fourth grade, I realized that many of my students were intrigued with the Internet, but were not wise in using it. When asked if they knew even the most simple things about web browsers, and search engines, many had little to tell me about why they chose the technology they did other than to play a few video games and "google" topics of interest.
With a wide range of students in my classroom at all levels of understanding, I made the decision to teach them to be more conscious Internet consumers and show them the WHY of what they are using.
After having Gary Stager as a professor last semester, I was also taught that technology is essentially anything that is assisting you to fulfill a need. Given this definition, I am also using student pair groupings to encourage students to work together with a common mind and goal to "solve" the "problems" I give them.
So far, they have only visited the computer lab at our school once but they are enjoying it and learning a lot. I spoke to a few students after our last Wednesday's session and they were really enthused about what they were learning. This Wednesday will be another visit.
More updates to come! I have another fun day planned for them this week that includes using Google to solve math problems, using Google images to research and using advanced google searches to find factual information and weed out information that may be incorrect.
I am hoping to make my students great (and smart) consumers of the technology they already use (but don't fully understand).
Saturday, February 16, 2008
EDC 665 -- Book of Choice -- update #1
I am currently 2/3 done with my book of choice for Melissa's class. The book is by Will Richardson and is titled Blogs, Wikis, Podcasts and Other Powerful Webtools for Classrooms. Jessica and I selected the same book because our backgrounds and ARP's are similar.
At first, I read reviews about the book and was a bit apprehensive because a couple people commented that the information provided was "nothing innovative" and information they already knew how to do. Well, given that I am relatively new to using these tools (although I know a bit about each one), I really was looking for ways to incorporate what I, an adult, use at home with my students (fourth graders) in the classroom.
The first 50 pages or so are devoted to Will's accounts of blogs. He speaks in great lengths about ideas for blog use within the classroom and hits on the richness of using blogs to teach writing (of which I had a bit of an "aha" moment given that I love writing and have a background in that, as does the author. I wasn't too impressed with the blog information, but appreciated the links to other popular education blog sites. I was also not as impressed with the blog section because I recently did my own online research on blogs for my ARP and just learned all of the first 50 pages from reading other people's blogs to learn how to create my own. I then set up a blog and added my entire class of 31 kids to it at learnerblogs.org. If I had read the book a week prior, I would have had more to highlight.
I then learned quite a bit about wikis. I understand the use and all, but really appreciated the real-life accounts from actual educators who use wikis for group projects with kids, etc. I did feel a bit outcasted given the majority of examples are from the high school perspective. I learned a couple cool things about wikipedia and how they have wikirecipes and wikitravel ---of which I love both ideas. The wikirecipes is for people to share their favorites. Wikitravel is used to update on best travel deals.
Back to education... I leared about PBwiki of which I've only heard Margaret mention a few times in class. I might play around with one and set one up during the third phase of my ARP.
Finally, I ended today's reading with learning about RSS feeds. This is something I have struggled with, but also don't know how applicable the feed is for my students as we use the blog site. Given their age (9-11) and their conservative parents, I selected an education blog site that allows me to add only the kids I want and it is password protected. I think for now, that is all I am comfortable with. It didn't require any RSS feeds but just me using my blog to add users.
The final, really cool thing I learned was about RSS feeding of information I would like. For example, I could subscribe to all the RSS feeds out there about "global warming California"...etc. I could also subscribe to feeds from my favorite news sources so I no longer have to go to my favorites and run down the list everyday.
I am looking forward to learning about podcasting (if there is anything new to learn). Fun fact: Alan November was mentioned under good blogs sites. We just met him at FETC. It's cool to place the education connection.
At first, I read reviews about the book and was a bit apprehensive because a couple people commented that the information provided was "nothing innovative" and information they already knew how to do. Well, given that I am relatively new to using these tools (although I know a bit about each one), I really was looking for ways to incorporate what I, an adult, use at home with my students (fourth graders) in the classroom.
The first 50 pages or so are devoted to Will's accounts of blogs. He speaks in great lengths about ideas for blog use within the classroom and hits on the richness of using blogs to teach writing (of which I had a bit of an "aha" moment given that I love writing and have a background in that, as does the author. I wasn't too impressed with the blog information, but appreciated the links to other popular education blog sites. I was also not as impressed with the blog section because I recently did my own online research on blogs for my ARP and just learned all of the first 50 pages from reading other people's blogs to learn how to create my own. I then set up a blog and added my entire class of 31 kids to it at learnerblogs.org. If I had read the book a week prior, I would have had more to highlight.
I then learned quite a bit about wikis. I understand the use and all, but really appreciated the real-life accounts from actual educators who use wikis for group projects with kids, etc. I did feel a bit outcasted given the majority of examples are from the high school perspective. I learned a couple cool things about wikipedia and how they have wikirecipes and wikitravel ---of which I love both ideas. The wikirecipes is for people to share their favorites. Wikitravel is used to update on best travel deals.
Back to education... I leared about PBwiki of which I've only heard Margaret mention a few times in class. I might play around with one and set one up during the third phase of my ARP.
Finally, I ended today's reading with learning about RSS feeds. This is something I have struggled with, but also don't know how applicable the feed is for my students as we use the blog site. Given their age (9-11) and their conservative parents, I selected an education blog site that allows me to add only the kids I want and it is password protected. I think for now, that is all I am comfortable with. It didn't require any RSS feeds but just me using my blog to add users.
The final, really cool thing I learned was about RSS feeding of information I would like. For example, I could subscribe to all the RSS feeds out there about "global warming California"...etc. I could also subscribe to feeds from my favorite news sources so I no longer have to go to my favorites and run down the list everyday.
I am looking forward to learning about podcasting (if there is anything new to learn). Fun fact: Alan November was mentioned under good blogs sites. We just met him at FETC. It's cool to place the education connection.
Monday, February 11, 2008
EDC 665 - Week 6 Blog
As learners, we are often focused on completing assessment activities successfully as opposed to acquiring the outcomes indicated by the course- why is this? Describe a learning experience where either you have combated this learner tendency or you felt a teacher handled this well.
This might be the most applicable blog to date. As a student/learner (for the majority of my life) and now teacher, I have struggled with this aspect of the "hurry up and finish" mentality. As I am writing this, I wonder if I am giving enough thought and time to this posting as not to finish for finishing's sake.
As a student, I always felt a threat to complete before everyone else for the reason that I am competitive. But moreso, I wanted my teachers and professors to feel validated as they have students who take their teaching seriously and want to contribute. I also admit a sense of arrogance to completing first as I know this is the way to shape others' responses and "set the bar" so-to-speak. Finally, I am also the type to like to see a clean slate and not mull over things too long. I don't like seeing 10 assignments left to finish but enjoy "knocking them out" one-by-one.
This blog is perfect to add that I recently posted a blog under the name "zeros are heroes" (or something to that affect). I am sure if you scroll down it will appear... this posting explained my OCD issue with seeing zeros rather than seeing many postings to read. I climbed Mt. Whitney last year with my fiance and our two friends and was asked to be in the back because I lead the group too quickly and would have run us out of energy going too quickly. I'm also a pretty strong type A. (no laughing Brent, Todd, of Greg who give me plenty of crap for this...)
All this to say... I don't know where I picked this up. I see my students rushing often and not putting thought into everything they do. I encourage them to take a few breaths and mull over their thoughts to fully formulate what they want to expand on. I wouldn't consider myself the best role model for this behavior but know this struggle is something I live with everyday. I watch fellow hardworking classmates put a lot of thought into their work and wonder if I should slow things down a bit.
If I were to take a guess of why people are this way, I would say that everyone likes to be validated and the compulsive nature that pushes us to achieve the "assignment" as opposed to seeing the greater outcome is a way of checking a box. With so many "outcomes" to fulfill, I think as learners we settle for some lost outcomes and some gained, as long as we can save face with others seeing our completions. ?!? Looking forward to hearing some others' responses to this... I am struggling!
This might be the most applicable blog to date. As a student/learner (for the majority of my life) and now teacher, I have struggled with this aspect of the "hurry up and finish" mentality. As I am writing this, I wonder if I am giving enough thought and time to this posting as not to finish for finishing's sake.
As a student, I always felt a threat to complete before everyone else for the reason that I am competitive. But moreso, I wanted my teachers and professors to feel validated as they have students who take their teaching seriously and want to contribute. I also admit a sense of arrogance to completing first as I know this is the way to shape others' responses and "set the bar" so-to-speak. Finally, I am also the type to like to see a clean slate and not mull over things too long. I don't like seeing 10 assignments left to finish but enjoy "knocking them out" one-by-one.
This blog is perfect to add that I recently posted a blog under the name "zeros are heroes" (or something to that affect). I am sure if you scroll down it will appear... this posting explained my OCD issue with seeing zeros rather than seeing many postings to read. I climbed Mt. Whitney last year with my fiance and our two friends and was asked to be in the back because I lead the group too quickly and would have run us out of energy going too quickly. I'm also a pretty strong type A. (no laughing Brent, Todd, of Greg who give me plenty of crap for this...)
All this to say... I don't know where I picked this up. I see my students rushing often and not putting thought into everything they do. I encourage them to take a few breaths and mull over their thoughts to fully formulate what they want to expand on. I wouldn't consider myself the best role model for this behavior but know this struggle is something I live with everyday. I watch fellow hardworking classmates put a lot of thought into their work and wonder if I should slow things down a bit.
If I were to take a guess of why people are this way, I would say that everyone likes to be validated and the compulsive nature that pushes us to achieve the "assignment" as opposed to seeing the greater outcome is a way of checking a box. With so many "outcomes" to fulfill, I think as learners we settle for some lost outcomes and some gained, as long as we can save face with others seeing our completions. ?!? Looking forward to hearing some others' responses to this... I am struggling!
Saturday, February 2, 2008
EDC 665 - Week 5 Blog
Identify a standard that impacts your local environment or practice. Reflect on the value of the standard and its intended affect on student learning.
I am a bit unclear about whether this "standard" needs to be a content standard or whether it is the literal interpretation of the word standard as a set of rules or ways expected of being achieved...
I will answer the question in both manners.
I teach 4th grade and use state standards to guide my teaching of content. My students obviously are taught more than the standards give, but I do use them as a guideline to teach. In addition, our textbooks are aligned to state and national standards. In 4th grade math, I teach a high, gifted group of students. Currently, we are finishing up a unit on fractions and moving on to their relationship with decimals. A standard I am recently addressing is:
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions.
I see enormous value in teaching this particular standard, but really in teaching all of the standards. The reason is because I know my students will be using this material in their daily lives (I am a fan of Ms. Foster's grocery store wisdom -- saving money in the grocery store... how to compare ounces and get the best deals) and I often use life examples to illustrate the point among other manipulatives, etc. In addition, students will see this material in upcoming grade levels, in college, and beyond. I feel it is my duty to expose them to the content they will need to pass the tests (sadly) to get into college and create successful life opportunities for themselves. Although 4th grade grade is not significant grade wise, I feel that my job is to prepare them with as much as I can so the rest of their schooling is made simpler for them and one less thing to have to force into "learning" later.
Answering this question from the other perspective, a standard I use in my daily environment/workplace is this: Work amicably with other teachers as peers to create better learning environments and ultimately better learning opportunites for students that achieves success.
Our school/district recently went to a PLC model ---professional learning communities, out 45 minutes early/week for teacher collaboration to ultimately raise student achievement. Not necessarily student test scores, but achievement in all areas. We want our students to be successful. This is absolutely valuable. As professionals, we should see value in our students always achieving higher than they did yesterday. Not in a manner that pressures or hinders learning, but that teachers and staff commit themselves to constantly working on their end to better the opportunities for students to fulfill their own standards at an above optimal level. Being a teacher who is simply "okay" with status quo is not acceptable for students.
I am a bit unclear about whether this "standard" needs to be a content standard or whether it is the literal interpretation of the word standard as a set of rules or ways expected of being achieved...
I will answer the question in both manners.
I teach 4th grade and use state standards to guide my teaching of content. My students obviously are taught more than the standards give, but I do use them as a guideline to teach. In addition, our textbooks are aligned to state and national standards. In 4th grade math, I teach a high, gifted group of students. Currently, we are finishing up a unit on fractions and moving on to their relationship with decimals. A standard I am recently addressing is:
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions.
I see enormous value in teaching this particular standard, but really in teaching all of the standards. The reason is because I know my students will be using this material in their daily lives (I am a fan of Ms. Foster's grocery store wisdom -- saving money in the grocery store... how to compare ounces and get the best deals) and I often use life examples to illustrate the point among other manipulatives, etc. In addition, students will see this material in upcoming grade levels, in college, and beyond. I feel it is my duty to expose them to the content they will need to pass the tests (sadly) to get into college and create successful life opportunities for themselves. Although 4th grade grade is not significant grade wise, I feel that my job is to prepare them with as much as I can so the rest of their schooling is made simpler for them and one less thing to have to force into "learning" later.
Answering this question from the other perspective, a standard I use in my daily environment/workplace is this: Work amicably with other teachers as peers to create better learning environments and ultimately better learning opportunites for students that achieves success.
Our school/district recently went to a PLC model ---professional learning communities, out 45 minutes early/week for teacher collaboration to ultimately raise student achievement. Not necessarily student test scores, but achievement in all areas. We want our students to be successful. This is absolutely valuable. As professionals, we should see value in our students always achieving higher than they did yesterday. Not in a manner that pressures or hinders learning, but that teachers and staff commit themselves to constantly working on their end to better the opportunities for students to fulfill their own standards at an above optimal level. Being a teacher who is simply "okay" with status quo is not acceptable for students.
Monday, January 28, 2008
EDC 665 - Week 4 Blog
Using the same learning experience you reflected on last week, did each activity explicitly map to a goal? Implicitly? Did this impact your learning during the activities?
As far as the learning experience was mapped, not every activity mapped to a goal. There was a goal explicitly stated, however, there was a large amount of empty steps for reaching the goal. This makes me believe (and understand) that there are multiple ways to reach a goal. What I see in my teaching is that when I allow students the opportunity to select the "how" rather than give explicit directions, I am far more pleased with the outcome.
As a tangent, my students were learning about animal adaptations and they took an animal and were asked to (goal) change the environment of the animal... hence adapting them to their new environment. For example, a polar bear in the desert or a fish in the sky. As silly as the goal was, the students were extremely interested and creative.
Getting back to MicroWorlds and my own learning experience, I believe the mapping of the project was mapped implicitly, given the amount of tutorials and purpose of the learning activity. I believe the expectation was to work together, hence sharing our ideas to create a "how to" base. In the end, I was surprised with the amount of diversity, but impressed with the knowledge I gained mostly from others in the process.
This absolutely impacted my learning. Given a specific tutorial, I believe our voices would be one in the same as would our products. I am often pleased and hope to share these same kinds of experiences with my students as I am open and allow for the implicit side of goal setting and mapping.
As far as the learning experience was mapped, not every activity mapped to a goal. There was a goal explicitly stated, however, there was a large amount of empty steps for reaching the goal. This makes me believe (and understand) that there are multiple ways to reach a goal. What I see in my teaching is that when I allow students the opportunity to select the "how" rather than give explicit directions, I am far more pleased with the outcome.
As a tangent, my students were learning about animal adaptations and they took an animal and were asked to (goal) change the environment of the animal... hence adapting them to their new environment. For example, a polar bear in the desert or a fish in the sky. As silly as the goal was, the students were extremely interested and creative.
Getting back to MicroWorlds and my own learning experience, I believe the mapping of the project was mapped implicitly, given the amount of tutorials and purpose of the learning activity. I believe the expectation was to work together, hence sharing our ideas to create a "how to" base. In the end, I was surprised with the amount of diversity, but impressed with the knowledge I gained mostly from others in the process.
This absolutely impacted my learning. Given a specific tutorial, I believe our voices would be one in the same as would our products. I am often pleased and hope to share these same kinds of experiences with my students as I am open and allow for the implicit side of goal setting and mapping.
Sunday, January 27, 2008
Presenting Data - Florida trip
Our group finished presenting our data on the google groups document we created for Action Research. Here are the steps we took:
1. Compare and analyze the data collected through Survey Monkey.
2. Select and divide cadres to group members.
3. Meet and discuss options for presentation.
4. Research education trends based on popular information per cadre.
5. Create graphs and clean up document.
Here are some things we learned from this presentation:
1. Create a basis for the words we analyze in the data.
2. Multiple people should be able to interpret the data in the same way given the words used, etc.
3. Since we focused on self/learner/mutual benefits in the definition of action research, we should be able to easy mark self/learner/mutual... in some way.
4. Use the same research materials throughout to make the research "controlled."
5. Give the information for each graph explicitly (n=). Make sure the numbers are defined. If only two questions were used and one of the two were answered "yes", the graph would show 50% answered yes... clearly the data should not be shown in this manner without addressing the number.
Overall, I learned some great things. Most importantly, www.aera.net seems like a great resource for further AR needs.
1. Compare and analyze the data collected through Survey Monkey.
2. Select and divide cadres to group members.
3. Meet and discuss options for presentation.
4. Research education trends based on popular information per cadre.
5. Create graphs and clean up document.
Here are some things we learned from this presentation:
1. Create a basis for the words we analyze in the data.
2. Multiple people should be able to interpret the data in the same way given the words used, etc.
3. Since we focused on self/learner/mutual benefits in the definition of action research, we should be able to easy mark self/learner/mutual... in some way.
4. Use the same research materials throughout to make the research "controlled."
5. Give the information for each graph explicitly (n=). Make sure the numbers are defined. If only two questions were used and one of the two were answered "yes", the graph would show 50% answered yes... clearly the data should not be shown in this manner without addressing the number.
Overall, I learned some great things. Most importantly, www.aera.net seems like a great resource for further AR needs.
Thursday, January 24, 2008
Zeros are heros
My OCD continues to kick in with this program. Former students comment about their "withdrawals" from the constant feedback the OMET program brings after their graduation and I have a confession to make: I love seeing zeros in Blackboard. I know this may come back to haunt me, but I have to say, I love to see accomplishments. I know that is not the point at all with the medium, but I have a sense of freedom when numbers turn to zero.
Most people want more in the form of numbers; more money, more of everything really... but I like the zeros.
Zeros are heroes.
Most people want more in the form of numbers; more money, more of everything really... but I like the zeros.
Zeros are heroes.
Monday, January 21, 2008
Sub plan torture, my OCD nature, FETC 2008
I just spent the majority of today synchronizing my sub plans for when I'm gone in Florida for the FETC. Let's just say that my OCD nature does not work well in these situations as I must leave everything in the utmost perfect condition. If you want to know just how OCD I really am, try 16 pages of sub plans for 4 days. Am I crazy?!? I guess... but I really like things to go smoothly and I really like my kids taken care of. Subs love my class because of the organization madness. Haha.
I am a bit behind on my reading too and pretty bummed about that. I plan to be a good reader on my 5 hour flight to the east coast.
This is hectic... but I am excited to see my OMET friends, and even more excited to get through January and onto a new month.
I'm ever-so-anxious about my wedding... 7 months down, 6 months to go! I just can't believe that in less than 6 months we will be done with OMET. Seriously!!!
I am a bit behind on my reading too and pretty bummed about that. I plan to be a good reader on my 5 hour flight to the east coast.
This is hectic... but I am excited to see my OMET friends, and even more excited to get through January and onto a new month.
I'm ever-so-anxious about my wedding... 7 months down, 6 months to go! I just can't believe that in less than 6 months we will be done with OMET. Seriously!!!
EDC 665 - Week 3 Blog
Think back now to a learning experience you have recently had- were the goals explicitly stated? If not, were they still clear? Were you aware of them as a learner during the learning experience?
Thinking back to last semester with Gary Stager, as MicroWorlds comes to mind, I had a learning experience trying to learn commands to move my virtual "turtle." In the beginning of our 4th learning adventure, I was excited to create a quilt piece of which I would later learn to attach as a quilt to others' pieces.
The goals of this project were explicitly stated. Gary told us to use MicroWorlds commands to create a quilt piece. We could do anything we wanted, as long as the piece was the same size as all the rest would be. While the goals were explicit, I did not, at times, feel like the "directions" were. Then I think, "do explicit goals always need directions from point A to point B? Or is the goal enough to supply a learning activity with its purpose?"
I grew beyond creating the quilt piece, an enjoyable activity, onto creating the quilt itself and had real difficulty. I hated the process as I struggled and realized there was no tutorial or "direction" to take that would end in my desired result.
I was completely aware of the goal the entire time, so much that I wanted to stop at nothing until it was achieved. While my quilt was sub par to a couple other cadre mates, I achieved my goal of having a symmetrical quilt piece.
Going back to my original internal reflections, I believe that goals can be stated and yet directions can be excluded from the equation. It is not entirely necessary, if the goal achieved is not the exact same for everyone, to have directions. Otherwise, the goal would look identical for all.
Gary never gave us explicit directions, yet supplied us with a clear goal in mind. Looking back, no two formulas were identical (although some alike) and no two quilts turned out to be the same either. It was a matter of the creator-- which is what I love about open-ended learning. It's also the most challenging of all learning... because without directions that are certain, there in lies the risk of failure.
Thinking back to last semester with Gary Stager, as MicroWorlds comes to mind, I had a learning experience trying to learn commands to move my virtual "turtle." In the beginning of our 4th learning adventure, I was excited to create a quilt piece of which I would later learn to attach as a quilt to others' pieces.
The goals of this project were explicitly stated. Gary told us to use MicroWorlds commands to create a quilt piece. We could do anything we wanted, as long as the piece was the same size as all the rest would be. While the goals were explicit, I did not, at times, feel like the "directions" were. Then I think, "do explicit goals always need directions from point A to point B? Or is the goal enough to supply a learning activity with its purpose?"
I grew beyond creating the quilt piece, an enjoyable activity, onto creating the quilt itself and had real difficulty. I hated the process as I struggled and realized there was no tutorial or "direction" to take that would end in my desired result.
I was completely aware of the goal the entire time, so much that I wanted to stop at nothing until it was achieved. While my quilt was sub par to a couple other cadre mates, I achieved my goal of having a symmetrical quilt piece.
Going back to my original internal reflections, I believe that goals can be stated and yet directions can be excluded from the equation. It is not entirely necessary, if the goal achieved is not the exact same for everyone, to have directions. Otherwise, the goal would look identical for all.
Gary never gave us explicit directions, yet supplied us with a clear goal in mind. Looking back, no two formulas were identical (although some alike) and no two quilts turned out to be the same either. It was a matter of the creator-- which is what I love about open-ended learning. It's also the most challenging of all learning... because without directions that are certain, there in lies the risk of failure.
Saturday, January 19, 2008
Mentoring, Mentor Letter, UbD - Differentiated Instruction
One of the assignments in my 639 Mentoring and Leadership class was to write a letter to a mentor I've had in my life that has positively affected me. I selected my principal, Joyce because of her support and encouragement throughout my first two years of teaching. Because of her, I still have a job... who knows what the future will hold for me next year... although I have been dreaming middle school. :)
Anyhow, I wrote the letter... but found it really hard to release it to my cadre of OMET students. There is a part of me that faces difficulty sharing my feelings with others as in my brain, I feel a sense of weakness. I didn't, however, have any problem with handing the letter over to my mentor. She was grateful and expressed her gratitude with a few words-- me being a light, sunshine to the staff and coming with confidence and fresh ideas-- something of which I also pride myself with and hope that I will remain for the duration of my teaching professional years.
I have been reading some of the books on our agenda and have been getting a bit out of each one. The information in UbD and the Differentiated Instruction book is not necessarily new information to me (I would struggle a great deal without being an educator) being recently trained in a teaching program and seeing the "new wave" design of curriculum that our education system is morphing into, but I do pick up a few pieces of encouragement for what I do read: On page 22 of Integrating Differentiated Instruction-UbD, I loved this quote:
"Learning happens within students, not to them."
This quote remains an eye-opener of sorts for me, being so new to the profession and observing so many teachers I don't want to emulate in the way of teaching. There are others, however, who remain to be a light for me (unfortunately lesser in number).
One final story: A friend of mine, Jen, of whose personal blog is posted as a favorite on this blog site to your right... is a high school math department chair and teacher for an inner-city school just a couple miles from the ritzy, pretentious schools in our beach city area. She has been driven to want to quit multiple times within her 6 years of teaching and has quickly worked her way up the ladder. She has gone through 3 principals and 2 superintendents of her school district that is in utmost turmoil--in addition to the gang shootings and lock downs which are commonly in the news. It is also the school in which students from Lennox, a city with the highest murder rate per capita in So. California, attend. So, as you might guess, teaching and learning isn't much of a focus for these students. Surviving is. Jen has recently had it on her heart to investigate other options in areas of Redondo Beach because of the difficulty of teaching in her school... apparently attendance is a joke as kids simply don't come to school. She has been looking into RUHS - the high school in which I attended in a pretty nice area. By no means is it a Beverly Hills type of school, but it certainly sits in a nice part of town. She has good rapport with the principal and sat in during a math meeting and observed some math teachers to get a feel for the team and job she may be entering. As she left, she expressed to the principal that there was a lot of "untapped potential" within the staff and overall, her experience was "boring" -- which brings me to think that learning should always be fun. I really truly believe that there are ways to help students see the passion that YOU have in teaching what you love. IT IS CONTAGIOUS. Anyhow, I encouraged Jen that although she may feel like teaching there would be a difference, there is an obvious need for teachers to spice things up a bit. It requires someone to take a leap of faith.
Finally, my fiance was also in this conversation with Jen and he talked of his pretentious high school in Middletown Maryland of whose AP Calculus scores were through the roof... but having "smart" kids who can teach themselves does not necessarily mean that the teacher is the root cause of success. As he put it, "the teacher was boring, but with the textbook, we taught ourselves" -- and then test scores go up, no one complains and teaching is just the same as always, boring.
Anyhow, I wrote the letter... but found it really hard to release it to my cadre of OMET students. There is a part of me that faces difficulty sharing my feelings with others as in my brain, I feel a sense of weakness. I didn't, however, have any problem with handing the letter over to my mentor. She was grateful and expressed her gratitude with a few words-- me being a light, sunshine to the staff and coming with confidence and fresh ideas-- something of which I also pride myself with and hope that I will remain for the duration of my teaching professional years.
I have been reading some of the books on our agenda and have been getting a bit out of each one. The information in UbD and the Differentiated Instruction book is not necessarily new information to me (I would struggle a great deal without being an educator) being recently trained in a teaching program and seeing the "new wave" design of curriculum that our education system is morphing into, but I do pick up a few pieces of encouragement for what I do read: On page 22 of Integrating Differentiated Instruction-UbD, I loved this quote:
"Learning happens within students, not to them."
This quote remains an eye-opener of sorts for me, being so new to the profession and observing so many teachers I don't want to emulate in the way of teaching. There are others, however, who remain to be a light for me (unfortunately lesser in number).
One final story: A friend of mine, Jen, of whose personal blog is posted as a favorite on this blog site to your right... is a high school math department chair and teacher for an inner-city school just a couple miles from the ritzy, pretentious schools in our beach city area. She has been driven to want to quit multiple times within her 6 years of teaching and has quickly worked her way up the ladder. She has gone through 3 principals and 2 superintendents of her school district that is in utmost turmoil--in addition to the gang shootings and lock downs which are commonly in the news. It is also the school in which students from Lennox, a city with the highest murder rate per capita in So. California, attend. So, as you might guess, teaching and learning isn't much of a focus for these students. Surviving is. Jen has recently had it on her heart to investigate other options in areas of Redondo Beach because of the difficulty of teaching in her school... apparently attendance is a joke as kids simply don't come to school. She has been looking into RUHS - the high school in which I attended in a pretty nice area. By no means is it a Beverly Hills type of school, but it certainly sits in a nice part of town. She has good rapport with the principal and sat in during a math meeting and observed some math teachers to get a feel for the team and job she may be entering. As she left, she expressed to the principal that there was a lot of "untapped potential" within the staff and overall, her experience was "boring" -- which brings me to think that learning should always be fun. I really truly believe that there are ways to help students see the passion that YOU have in teaching what you love. IT IS CONTAGIOUS. Anyhow, I encouraged Jen that although she may feel like teaching there would be a difference, there is an obvious need for teachers to spice things up a bit. It requires someone to take a leap of faith.
Finally, my fiance was also in this conversation with Jen and he talked of his pretentious high school in Middletown Maryland of whose AP Calculus scores were through the roof... but having "smart" kids who can teach themselves does not necessarily mean that the teacher is the root cause of success. As he put it, "the teacher was boring, but with the textbook, we taught ourselves" -- and then test scores go up, no one complains and teaching is just the same as always, boring.
Monday, January 14, 2008
Putting Dreamweaver to Good Use
Over the weekend, my fiance and I decided to create a website for my mother. She's a notary public on Long Beach, CA who has recently experienced a decline in business because the banks she was a long time (10 years) contractor with had recently trained in-house and no longer needed her services. Now, she is relying on her people skills... being awesome... to drive her business. We also thought that posting her on a webpage would also be a good market for her. Even better, she lives in Long Beach, CA. Given this, we searched godaddy and found out the domain name: http://www.longbeachnotarypublic.com/ was available. We quickly snatched that up.
The importance of posting this on my blog is two-fold. One, to tell all my friends my mom travels for notaries if they ever need one... and two, because in order to start showing up on google searches, posting a website domain on other websites that already show up in google searches will create a road for discovery. I'm learning.
I will admit to my fiance having the skill to read the code and change the site as needed. I am just the idea collector, etc.
I love putting my $300 program to good use... at least I am getting more than one website worth out of it!
http://www.longbeachnotarypublic.com/
The importance of posting this on my blog is two-fold. One, to tell all my friends my mom travels for notaries if they ever need one... and two, because in order to start showing up on google searches, posting a website domain on other websites that already show up in google searches will create a road for discovery. I'm learning.
I will admit to my fiance having the skill to read the code and change the site as needed. I am just the idea collector, etc.
I love putting my $300 program to good use... at least I am getting more than one website worth out of it!
http://www.longbeachnotarypublic.com/
EDC 665 - Week 2 Blog
Using the same learning experience, what were your desired results? Why did you choose these results?
My desired result of the colonial newspaper project was for students to understand the aspects of colonial life and gain a taste of the ammenities that the first 13 colonies had at that time in history. I also desired for students to learn how to research using books for information in which they wanted to include, work together by dividing tasks, and enjoy the process of living through the history of our nation.
Given my new knowledge of understanding and knowledge, I not only wanted my students to be knowledgeable, but to carry on their knowledge into understanding that would trigger whenever they come across another colonial life piece in their own lives. Students would understand timeline of events as they continue through the history of our nation and world and see how these growth patterns affect one another. I want their understanding to be so great that when studying world history the following year in sixth grade, they piece together the timeline and factor the relationships between what was occuring in Europe to what was occuring in the 13 colonies at the time.
I chose all of these results (great appreciation and understanding of colonial life, research abilities, working together in groups, enjoying the history of our nation) for the same reason I chose to begin teaching: I have a passion for learning and I want to share this same passion with my students. I believe that learning about our ancestors and the rich, but new history of our nation shapes decisions that are made today given our constitution, due process of law, etc. I believe it is valuable for students to learn how to find the answers they seek as this world in which they live is about questions. Having the resources to answer those will help each one of us grow. Finally, working together occurs all hours of our (awake) lives.
From the feedback given by my students and their proud faces when their project was unveiled to their parents, families, and friends during Open House, they did in fact learn something. Given their conversations and their watching their faces light up really showed their learning.
My desired result of the colonial newspaper project was for students to understand the aspects of colonial life and gain a taste of the ammenities that the first 13 colonies had at that time in history. I also desired for students to learn how to research using books for information in which they wanted to include, work together by dividing tasks, and enjoy the process of living through the history of our nation.
Given my new knowledge of understanding and knowledge, I not only wanted my students to be knowledgeable, but to carry on their knowledge into understanding that would trigger whenever they come across another colonial life piece in their own lives. Students would understand timeline of events as they continue through the history of our nation and world and see how these growth patterns affect one another. I want their understanding to be so great that when studying world history the following year in sixth grade, they piece together the timeline and factor the relationships between what was occuring in Europe to what was occuring in the 13 colonies at the time.
I chose all of these results (great appreciation and understanding of colonial life, research abilities, working together in groups, enjoying the history of our nation) for the same reason I chose to begin teaching: I have a passion for learning and I want to share this same passion with my students. I believe that learning about our ancestors and the rich, but new history of our nation shapes decisions that are made today given our constitution, due process of law, etc. I believe it is valuable for students to learn how to find the answers they seek as this world in which they live is about questions. Having the resources to answer those will help each one of us grow. Finally, working together occurs all hours of our (awake) lives.
From the feedback given by my students and their proud faces when their project was unveiled to their parents, families, and friends during Open House, they did in fact learn something. Given their conversations and their watching their faces light up really showed their learning.
Sunday, January 13, 2008
UbD and Teaching Math
I love teaching math... but I don't love the struggle of first helping students understand the concept of the problem in general (exactly how to carry over the numbers when regrouping, etc.) to calculate the correct answer and then helping them see when it will "transfer" over to real life. Some real life examples are easy to understand (I am careful to use this word interchangeably given the UbD design... but whether students see for themselves these examples on their own when presented with a problem in the real world could prove this method wrong.
UbD illustrates on pages 42-43 that although mant students can perform the tasks and have the knowledge to answer questions on the Pythagorean theorem, they are unable to carry over this knowledge when the question isn't formally asking to use the method to solve the problem. As a matter of fact, they said only about 33% of students knew to do so when given a problem to solve relating to the concept!
As I am baffled (sort of), I am scared to go back and teach math tomorrow... or any other subject... given this known deficit of concern. As I teach weight, capacity, and measurement and soon, fractions, I want my students to clearly see and understand why and when they would use these, outside of just answering problems 1-30 in their books. I give as many examples as I can, but I often fear their "carry over" is sub par.
Enjoying the book as it challenging the very basis of my teaching credential and training.
UbD illustrates on pages 42-43 that although mant students can perform the tasks and have the knowledge to answer questions on the Pythagorean theorem, they are unable to carry over this knowledge when the question isn't formally asking to use the method to solve the problem. As a matter of fact, they said only about 33% of students knew to do so when given a problem to solve relating to the concept!
As I am baffled (sort of), I am scared to go back and teach math tomorrow... or any other subject... given this known deficit of concern. As I teach weight, capacity, and measurement and soon, fractions, I want my students to clearly see and understand why and when they would use these, outside of just answering problems 1-30 in their books. I give as many examples as I can, but I often fear their "carry over" is sub par.
Enjoying the book as it challenging the very basis of my teaching credential and training.
Wednesday, January 9, 2008
UbD - Understanding by Design - "teaching by mentoring it"
As I read through the first chapter in UbD, I came across a passage that reflects (sadly) the very teaching I find myself stuck in often. It's called "teaching by mentoring it." In this method, according to page 21, the teacher talks, checks off topics and moves on, irrespective of whether students understand or are confused.
I am guilty of this! So often I rely on the textbook creators (let us remember, they aren't teachers) to design my curriculum for me. If I do not use the textbook, I am in fear that I won't cover everything or align myself with other members of my grade level team.
Another reason I believe I "teach by mentoring it" is because I am not as familiar with the curriculum I am currently teaching than the other members of my grade level (although I'm not sure they are either at times!). This is my first year teaching 4th grade and I am still mastering the content with the students. That makes the UbD model a little harder, because I have no prior knowledge of teaching the information or what examples I can pull from previous year's lessons.
I'm enjoying the book... but just wish it was more user-friendly in size. It's such a textbook and not a book I can lug around in my purse.
I am guilty of this! So often I rely on the textbook creators (let us remember, they aren't teachers) to design my curriculum for me. If I do not use the textbook, I am in fear that I won't cover everything or align myself with other members of my grade level team.
Another reason I believe I "teach by mentoring it" is because I am not as familiar with the curriculum I am currently teaching than the other members of my grade level (although I'm not sure they are either at times!). This is my first year teaching 4th grade and I am still mastering the content with the students. That makes the UbD model a little harder, because I have no prior knowledge of teaching the information or what examples I can pull from previous year's lessons.
I'm enjoying the book... but just wish it was more user-friendly in size. It's such a textbook and not a book I can lug around in my purse.
Monday, January 7, 2008
EDC 665 - Week 1 Blog
Think back to a successful learning experience you have designed - what made it successful? What was your role in creating that success?
Colonial Newspaper with 5th graders:
Last year I taught fifth grade. In California, fifth grade standards cover the American Revolution and colonial life. Rather than reading the textbook and moving on, I found a way for my students to gain a taste of colonial life while exploring, researching, and having fun.
Elementary school teaching lends itself to a lot of "down time" where a transition is occuring, students are finishing assessments, etc. Many students work at different levels and at different paces, also. I wanted to find a hands-on project that would both enhance each students' skills and interests, while still encouraging growth. I also wanted to use my skills as a teacher to develop the lesson based on my strengths.
Colonial Newspaper with 5th graders:
Last year I taught fifth grade. In California, fifth grade standards cover the American Revolution and colonial life. Rather than reading the textbook and moving on, I found a way for my students to gain a taste of colonial life while exploring, researching, and having fun.
Elementary school teaching lends itself to a lot of "down time" where a transition is occuring, students are finishing assessments, etc. Many students work at different levels and at different paces, also. I wanted to find a hands-on project that would both enhance each students' skills and interests, while still encouraging growth. I also wanted to use my skills as a teacher to develop the lesson based on my strengths.
My background is in journalism. I have an undergraduate degree in journalism and I specialize most in news writing. My students knew this about me, and they also loved reading the newspaper everyday (as is done everyday in my classroom and discussions occur--I find this a cheap, valuable, and vital learning experience). Then it hit me... tie news writing into what the students are learning in class! Colonial America became the topic and students brainstormed ideas, paired themselves into interest groups for specific pages of the paper, collaborated with each other's sections as not to duplicate and to make the paper more cohesive and of "one voice", and took charge. I had students advertising on the classified's page what the "fashion" and "arts" page was describing. Students were researching clothing from the era, prices that seemed reasonable to sell the items at, researching transportation and possible job market struggles, and digging into real-life information just to complete a fictional paper. They considered their paper to be accurate according to research.
Although I was simply the facilitator in this learning experience and merely planted the seed of an idea into their brains, they did the rest. I was there to give suggestions, advice, writing coaching, and support. I provided the materials and tools (books, Internet, etc.) and they planned, made decisions, problem-solved, researched and worked out their differences. I believe this experience was successful because it was open-ended in nature, but ultimately produced what my intial goal set out to do (in addition to providing an extra activity for that "down" time)-- to incorporate real colonial America into our supplemental projects and get their interest in writing, researching, the lives of the colonists, and working together as team members for the common good and goal of the group.
Wednesday, January 2, 2008
Back in Action, The Art of Possibility
I'm back!It's been awhile since the last blog...
Just finished reading The Art of Possibility and there are a few pertinent points I'd like to make:
The authors did a great job at offering examples of their "practices." Among these practices include a few I found to be interesting and helpful:
"Giving an A" - I've heard this before when a few of my professors in my undergraduate degree used this method. I always thought it was a very positive way of teaching. Giving everyone an A and letting them be held accountable for their own learning is just another way to skip the grading process altogether. Students are more in charge and they often grade themselves more stringent than the teacher would! I've had this experience with students involved in group work. Whenever students give feedback about their peers, they are very critical!
Believing that others will do well... and they will! Having the mindset of positive thinking can produce positive results. This reminds me of the saying "you're as happy as you want to be"--it's very much a mind game. You have to want it and it will happen. You have to be positive and a believer and things will fall into place.
Be a contributor, lighten up and don't let things bother you so much, be passionate, and involve yourself with others and change your mentality from "I" to "WE."
The book was inspirational and had some great insights into how to work with others, how to mentor others to believe in themselves, their cause, and to take action of your own behavior to benefit the WE method.
My favorite story from the book (that was the best part): Ben is a conductor for an Orchestra and he was nervous about a performance with a few of his viola section players out. Then, another woman was out and to his surprise, did not tell him. He found her later and expressed his anger and in turn, she quit (it was a volunteer orchestra). He then wrote a letter to her, Cora, apologizing and expressing his interest to change his behavior.
I love it when the boss is not afraid to admit wrongdoing. It makes the team that much stronger.
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