I think the use of the Internet in the classroom and web-based materials can be extremely beneficial, however finding and using appropriate materials is an important skill to have, both for teachers and students.
For teachers, there is no reason to re-invent the wheel, when many other educators have good resources out there. No matter what content or grade level you're teaching, additional resources can always be found, simply by conducting a search in your favorite web-browser. However, the resources generated are not always high-quality and/or readily accessible. (As an aside, as a Special Education Teacher, I have seen many teachers confuse curriculum for content and use web-based applications in place of curriculum. For all students, web-based materials should supplement an independent curriculum). For students, it is important to find resources that are age-appropriate and understandable. Thus, finding appropriate web-based materials, always takes some consideration.
Some basic guidelines for evaluating web-based materials are:
~ Always look through more than just the page you've found. Does the website have a logical order/flow?
~ Look at the general layout. Is this website neatly created? Do all of the links work? Is the information on a variety of pages consistent with the information you found via your search?
~ Who created this site? When was it last updated?
~ Is the website run for/by a known organization and/or individual?
As a start, if you can answer "no" to any of these questions, the website you have accessed is probably not fully credible and/or appropriate.
Additionally (and ironically), a variety of on-line resources for helping individuals evaluate websites. Two such websites are listed below.
Kathy Shrock's Guide for Educators
http://school.discoveryeducation.com/schrockguide/eval.html
The Ohio State University Library's Guide to Evaluating Websites
http://liblearn.osu.edu/tutor/les1/
Overall, I think the key challenge, both for educators and students alike to how to find synthesize all of the information available to us, in an appropriate and orderly fashion. This seems like a basic skill to have, but one must remember that our students have grown-up with technology, literally at their fingertips, however some of them lack the skills necessary to appropriately utilize it! Likewise, for many teachers, technology has been integrated into the world around them at a break-neck speed and the learning curve for many teachers is very steep!
Thus, I feel that it is imperative that all who use technology, learn how to use it with an understanding of what acceptable use is and a critical eye toward the content, format, and layout of whatever web-based materials they are using.
Sunday, November 8, 2009
Sunday, November 1, 2009
Second Life
To start with, let me freely admit that I am a TOTAL skeptic about Second Life. Ever since I was introduced to it, a few classes ago, I’ve been of the mindset “Ugh.Second Life?!? I don’t have time for my regular life!!!” and I mean it. I often find that I have so much on my plate that I don’t dare add another thing, thus, it was with much apprehension, and a little disdain, that I “attended” Monday’s class in Second Life.
All of that grumbling aside, I appreciated the following about our class:
1) I am grateful that Craig was our guide and leader throughout the session. It was reassuring to have someone double-checking as we went along, making sure we were all in the right space, using the right equipment, etc.
2) Not having ever played video games, I can sometimes find the idea of “being in control” of a character disorienting and frustrating. However, I do feel that Second Life’s navigation is relatively easy, and I appreciate the ability to control both “camera controls” and “movement controls”. Once you get the hang of it, both controls are very powerful and very helpful.
3) The overall layout and organization of Second Life is relatively easy to understand. In the little bit of investigating the toolbar, I found that most things were labeled clearly and that if I’d been “on my own”, I feel that the program is relatively manageable.
4) Teleporting: SUPER helpful! Especially from “floor to floor”. The “Red/Yellow/Green” sign was easy to follow and made getting from floor to floor simple!
Overall, though, I have a number of concerns, about the idea of Second Life.
1) I think it is an incredibly addicting and potentially dangerous “game” for some people/students. Much of my concern comes from my job as a Special Education Teacher, who works with mentally ill and social/emotional challenged students. I think I could probably go on at length about the number of things that concern me with all virtual world experiences, but the major ones are as follows:
• From what I have seen, the majority of the clothing and gestures that avatars can perform can be quite suggestive (sexually and otherwise). I felt that the majority of the gestures that were available were highly suggestive. While many people may just see this as “good fun”, for people who struggle reading social cues, it could be an incredibly confusing, and ultimately detrimental experience.
• By the same token, the very idea of “being someone you’re not” via having an avatar, is also a potentially dangerous invitation. Looking like someone else and having a different name, could lead to a myriad of issues and just plain confusion. I have known a number of students who have lost years, literally, years, of their life by living in gaming and/or computer-based “worlds”. While I realize that this is indeed the exception to the rule, it truly concerns me.
• Additionally, as I understand it, real money can be spent in order to enhance the features of your avatar, building and/or island. This is of great concern as well, as money management is an on-going concern for many people.
2) Application for in the professional setting
• Per our experience, I can see that inviting users to use Second Life in a professional setting could be potentially confusing and frustrating for all involved, especially when a variety of technical issues flair-up. I think this could be a real frustration and/or aggravation for those using it professionally.
• I would be curious to see it used in a professional setting, like perhaps a webinar on a specific topic.
3) Overall setting/design
• My largest concern about the entire set-up of Second Life is the “island” format. The oft-quoted sentiment of John Donne, immediately springs to mind, when thinking about thy paradoxical dynamic of such a geographical set-up.
"All mankind is of one author, and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated...As therefore the bell that rings to a sermon, calls not upon the preacher only, but upon the congregation to come: so this bell calls us all: but how much more me, who am brought so near the door by this sickness....No man is an island, entire of itself...any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee."
~ John Donne, Meditation XVII
The commonly known association of the first part of the aforementioned quote is that people are interconnected, and that in order for them to survive, they must embrace such an understanding. However, I have many questions about what role Second Life is playing in upholding this sentiment, and I wonder, do the merits out-weigh the risks?
Update 06/11/11: There is a new film, receiving critical acclaim about Second Life and the people who live in both virtual reality and reality. For more information go to http://www.life2movie.com/ and there's also a great report on it from On The Media. http://www.onthemedia.org/transcripts/2011/06/10/04.
All of that grumbling aside, I appreciated the following about our class:
1) I am grateful that Craig was our guide and leader throughout the session. It was reassuring to have someone double-checking as we went along, making sure we were all in the right space, using the right equipment, etc.
2) Not having ever played video games, I can sometimes find the idea of “being in control” of a character disorienting and frustrating. However, I do feel that Second Life’s navigation is relatively easy, and I appreciate the ability to control both “camera controls” and “movement controls”. Once you get the hang of it, both controls are very powerful and very helpful.
3) The overall layout and organization of Second Life is relatively easy to understand. In the little bit of investigating the toolbar, I found that most things were labeled clearly and that if I’d been “on my own”, I feel that the program is relatively manageable.
4) Teleporting: SUPER helpful! Especially from “floor to floor”. The “Red/Yellow/Green” sign was easy to follow and made getting from floor to floor simple!
Overall, though, I have a number of concerns, about the idea of Second Life.
1) I think it is an incredibly addicting and potentially dangerous “game” for some people/students. Much of my concern comes from my job as a Special Education Teacher, who works with mentally ill and social/emotional challenged students. I think I could probably go on at length about the number of things that concern me with all virtual world experiences, but the major ones are as follows:
• From what I have seen, the majority of the clothing and gestures that avatars can perform can be quite suggestive (sexually and otherwise). I felt that the majority of the gestures that were available were highly suggestive. While many people may just see this as “good fun”, for people who struggle reading social cues, it could be an incredibly confusing, and ultimately detrimental experience.
• By the same token, the very idea of “being someone you’re not” via having an avatar, is also a potentially dangerous invitation. Looking like someone else and having a different name, could lead to a myriad of issues and just plain confusion. I have known a number of students who have lost years, literally, years, of their life by living in gaming and/or computer-based “worlds”. While I realize that this is indeed the exception to the rule, it truly concerns me.
• Additionally, as I understand it, real money can be spent in order to enhance the features of your avatar, building and/or island. This is of great concern as well, as money management is an on-going concern for many people.
2) Application for in the professional setting
• Per our experience, I can see that inviting users to use Second Life in a professional setting could be potentially confusing and frustrating for all involved, especially when a variety of technical issues flair-up. I think this could be a real frustration and/or aggravation for those using it professionally.
• I would be curious to see it used in a professional setting, like perhaps a webinar on a specific topic.
3) Overall setting/design
• My largest concern about the entire set-up of Second Life is the “island” format. The oft-quoted sentiment of John Donne, immediately springs to mind, when thinking about thy paradoxical dynamic of such a geographical set-up.
"All mankind is of one author, and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated...As therefore the bell that rings to a sermon, calls not upon the preacher only, but upon the congregation to come: so this bell calls us all: but how much more me, who am brought so near the door by this sickness....No man is an island, entire of itself...any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee."
~ John Donne, Meditation XVII
The commonly known association of the first part of the aforementioned quote is that people are interconnected, and that in order for them to survive, they must embrace such an understanding. However, I have many questions about what role Second Life is playing in upholding this sentiment, and I wonder, do the merits out-weigh the risks?
Update 06/11/11: There is a new film, receiving critical acclaim about Second Life and the people who live in both virtual reality and reality. For more information go to http://www.life2movie.com/ and there's also a great report on it from On The Media. http://www.onthemedia.org/transcripts/2011/06/10/04.
Sunday, October 25, 2009
WebQuests and Inquiry
Inquiry and WebQuests...I have to admit I'm torn...
My first inclination is to say that I do understand and fully support inquiry-based learning...as a matter of fact, I think it's the root of where true learning starts from. I believe, the things people are most interested in learning, are the things they are most curious/inquisitive about. Thus, learning from inquiry is a natural fit.
That said, you then run into the innumerable issues about learning, especially about how it's "supposed to" happen. A major challenge, for me, is that my introduction to WebQuests is that they are to be used as an extension to a curriculum-based activity/unit. I think they can be especially beneficial in this way, as they can help guide and direct students to make connections with the lesson/unit in ways they may not have done before.
However, to put inquiry on the "front burner" and allow students (almost) "free reign" to utilize their own interests in order to learn something...it's so...free and open-ended, and...radical!
Yes, to many it would seem that it is. However, why not give it a chance?
That's my hope, in creating my final project for this course. I'm very curious to see how it turns out!
My first inclination is to say that I do understand and fully support inquiry-based learning...as a matter of fact, I think it's the root of where true learning starts from. I believe, the things people are most interested in learning, are the things they are most curious/inquisitive about. Thus, learning from inquiry is a natural fit.
That said, you then run into the innumerable issues about learning, especially about how it's "supposed to" happen. A major challenge, for me, is that my introduction to WebQuests is that they are to be used as an extension to a curriculum-based activity/unit. I think they can be especially beneficial in this way, as they can help guide and direct students to make connections with the lesson/unit in ways they may not have done before.
However, to put inquiry on the "front burner" and allow students (almost) "free reign" to utilize their own interests in order to learn something...it's so...free and open-ended, and...radical!
Yes, to many it would seem that it is. However, why not give it a chance?
That's my hope, in creating my final project for this course. I'm very curious to see how it turns out!
Saturday, October 17, 2009
Web 2.0 Tool ~ Wordle
What is it?
Wordle, is a self-described toy for generating “word clouds” from text that you provide.
Basically, you can enter any text and create a work of art and/or visual representation of the text!
How it works
Wordle works in 3 simple steps:
1) Enter text
2) Change the format/layout/colors, etc.
3) Upload/Save/Print (You choose!)
Where it is going
Anywhere you want it, within the limits of the application.
I really appreciate the honesty and simplicity of Wordle’s FAQ (frequently asked questions) page.
Check it out at http://www.wordle.net/faq - saveas.
Why it matters to teaching and learning
Wordle is an awesome tool that would allow for any text to be shared. It can be used anywhere from Kindergarten to College students! Some suggestions for the classroom would include:
~ Spelling Lists
~ Vocabulary Building
~ Poems
~ Class Roster
~ T-Shirt/Poster/Graphic Design
THE POSSIBILITIES ARE AS GREAT AS YOUR IMAGINATION !!! : )
A basic explanation of how to use Wordle
This is Wordle’s homepage. It gives just a little information about how Wordle works, allows you to create your own, and/or look at Wordle examples that have already completed in made public.
Create
As mentioned in the information about, creating a Wordle is as simple as 1, 2, 3.
Step 1
Click on “Create Your Own”
This will take you to this page.
Step 2
At this point, you will get 3 options
1) You can paste or type information in
OR
2) Enter a URL of a blog
OR
3) Enter a del.ici.us user name to see (and upload) tags
Once you do that, click go/submit.
If you type information in, the next screen you'll see it will look something like this
That will take you to this screen, where it will have turned the text you created into a word cloud.
Step 3
From here, you can change and edit the Language, Font, Layout, and Color.
Eventually, you’ll settle on a design you like.
You can then either print, save (as a pdf) or post the Wordle to the website.
Enjoy using this creative and fun tool!
Sunday, October 11, 2009
Inquiry
Inquiry...it's a general term with an implied understanding and it's a quality we all want our students to possess...but how do we know when people are being inquiring?!
When thinking about the word "inquire" as an action-verb, I think of a question asked with a strong sense of curiosity. Meaning, that one poses a question, with a deep interest in what the answer, in all of its many facets. This may be premature or even fantastical, as it’s simply my knee-jerk reaction, but I strongly feel that genuine curiosity drives inquiry.
This basic idea, leads me to define inquiry as “a process of learning that is rooted in exploration and guided by curiosity and a variety of learning experiences”. I think that students can participate in active inquiry of any subject matter, at any age.
In order to better think this definition through, I found the following resources helpful: An Inquiry Primer by Alan Colburn, from Science Scope Magazine, March 2000 and the website/organization The Inquiry Learning Forum, http://ilf.crlt.indiana.edu/ .
In his paper, Colburn suggests that inquiry can happen in 3 major forms: Structured Inquiry, Guided Inquiry, and Open Inquiry. Colburn goes on to describe structured inquiry as step-by-step procedure, guided inquiry as inquiry based in appropriately provided supplies and a general direction, and open inquiry as the provision of appropriate materials and encouraged investigation. As an educator, all three of these examples paint a vivid picture of an inquiry-based learning experience within the classroom setting. Also, Colburn strongly encourages teacher-student discussion during inquiry-based activities/learning experiences, as the discussion roots the actual learning experiences and helps shape student understanding.
The other resource that I greatly appreciated was The Inquiry Learning Forum, and I was immediately drawn to their definition of inquiry, which is as follows:
The part of this definition that I agree most heartily with is the second sentence “It is complex, multifaceted, and looks different in different classrooms and contexts”. My simplification of this statement would be “if students study what they are interested in, in way that is meaningful to them, learning is able to happen. I strongly believe that if a classroom puts curiosity and exploration as its driving focus, students cannot help but truly learn and thrive.
When thinking about the word "inquire" as an action-verb, I think of a question asked with a strong sense of curiosity. Meaning, that one poses a question, with a deep interest in what the answer, in all of its many facets. This may be premature or even fantastical, as it’s simply my knee-jerk reaction, but I strongly feel that genuine curiosity drives inquiry.
This basic idea, leads me to define inquiry as “a process of learning that is rooted in exploration and guided by curiosity and a variety of learning experiences”. I think that students can participate in active inquiry of any subject matter, at any age.
In order to better think this definition through, I found the following resources helpful: An Inquiry Primer by Alan Colburn, from Science Scope Magazine, March 2000 and the website/organization The Inquiry Learning Forum, http://ilf.crlt.indiana.edu/ .
In his paper, Colburn suggests that inquiry can happen in 3 major forms: Structured Inquiry, Guided Inquiry, and Open Inquiry. Colburn goes on to describe structured inquiry as step-by-step procedure, guided inquiry as inquiry based in appropriately provided supplies and a general direction, and open inquiry as the provision of appropriate materials and encouraged investigation. As an educator, all three of these examples paint a vivid picture of an inquiry-based learning experience within the classroom setting. Also, Colburn strongly encourages teacher-student discussion during inquiry-based activities/learning experiences, as the discussion roots the actual learning experiences and helps shape student understanding.
The other resource that I greatly appreciated was The Inquiry Learning Forum, and I was immediately drawn to their definition of inquiry, which is as follows:
Inquiry is a dynamic approach to learning that involves exploring the world, asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding. However, inquiry is a tough concept to pin down. It is complex, multifaceted, and looks different in different classrooms and contexts. The Inquiry Learning Forum community is focused on better understanding inquiry by both working to support student inquiry and also helping teachers inquire into their own teaching practice so that they can become better teachers.
The part of this definition that I agree most heartily with is the second sentence “It is complex, multifaceted, and looks different in different classrooms and contexts”. My simplification of this statement would be “if students study what they are interested in, in way that is meaningful to them, learning is able to happen. I strongly believe that if a classroom puts curiosity and exploration as its driving focus, students cannot help but truly learn and thrive.
Sunday, October 4, 2009
Some Perspective...
*** Disclaimer: I feel that this blog post presents “a lot to chew on”. The videos used in this post were found on-line and I think present pertinent, but not always pretty information. I hope that this post inspires further conversation and by no means am I posting any of it in order to be shocking, controversial, or rude. As is good practice with any new information, I ask that you view this with an open-mind and I hope that this information gets your “wheels spinning” just as much as it has mine! ***
Then I found 2 really cool resources on-line that help illustrate my thoughts. Please, take a few minutes and view these two videos.
For me, both of these videos bring up a number of questions. To be honest, it brings up so many questions that I can't even begin to list them all. Some of my "knee-jerk responses" to each video are as follows:
Video 1: Did You Know 4.0
~ Convergence of technology: How do we integrate it into the classroom?
~ What is the balance of traditional media vs. digital media in our lives and in the classroom?
~ How do we teach responsible media use (especially in the light of on-line purchasing, downloading, etc.) to our students?
~ Wikipedia: How can it be a platform for learning?
~ Text messaging: There is SO much to be learned from this form of communication, and little of it has to do with the myriad of abbreviations! ; )
~ Social networking: It can be used to raise funds, awareness, TEACH...the options are almost ENDLESS!!!
~ Mobile devices...they're here to stay...
Video 2: Yes, We Know
~ Asking questions is important, how do we teach that skill, with or without the Internet?
~ Past, present, and future: How do we teach those concepts, using the Internet?
~ Again, proper web-use...can it be taught, enforced, agreed upon?
~ Web 2.0, Web 1.0...do we know about the evolution of such, since it's all around us?
~ Our true opinion vs. what we're told our our opinion can/should be
~ Blame/censorship (an on-going debate, no matter the media option)
~ Individual/Group involvement in social media
~ Truth: What can be trusted, why?
~ Blogs: What is shared? How is it shared?
~ "Life on-line" vs. everyday life
~ "What does it all mean to parents, educators, responsible adults?"
~ Participation is important...imperative?!
~ Individual knowledge and acquisition of knowledge
~ Digital Natives vs. Digital Immigrants
However, the largest question that looms for me is this: "How do we---as a society, as educators, as humans---understand and integrate the Internet, and all that it brings, into our daily lives?"
Then I found 2 really cool resources on-line that help illustrate my thoughts. Please, take a few minutes and view these two videos.
For me, both of these videos bring up a number of questions. To be honest, it brings up so many questions that I can't even begin to list them all. Some of my "knee-jerk responses" to each video are as follows:
Video 1: Did You Know 4.0
~ Convergence of technology: How do we integrate it into the classroom?
~ What is the balance of traditional media vs. digital media in our lives and in the classroom?
~ How do we teach responsible media use (especially in the light of on-line purchasing, downloading, etc.) to our students?
~ Wikipedia: How can it be a platform for learning?
~ Text messaging: There is SO much to be learned from this form of communication, and little of it has to do with the myriad of abbreviations! ; )
~ Social networking: It can be used to raise funds, awareness, TEACH...the options are almost ENDLESS!!!
~ Mobile devices...they're here to stay...
Video 2: Yes, We Know
~ Asking questions is important, how do we teach that skill, with or without the Internet?
~ Past, present, and future: How do we teach those concepts, using the Internet?
~ Again, proper web-use...can it be taught, enforced, agreed upon?
~ Web 2.0, Web 1.0...do we know about the evolution of such, since it's all around us?
~ Our true opinion vs. what we're told our our opinion can/should be
~ Blame/censorship (an on-going debate, no matter the media option)
~ Individual/Group involvement in social media
~ Truth: What can be trusted, why?
~ Blogs: What is shared? How is it shared?
~ "Life on-line" vs. everyday life
~ "What does it all mean to parents, educators, responsible adults?"
~ Participation is important...imperative?!
~ Individual knowledge and acquisition of knowledge
~ Digital Natives vs. Digital Immigrants
However, the largest question that looms for me is this: "How do we---as a society, as educators, as humans---understand and integrate the Internet, and all that it brings, into our daily lives?"
To me, this a on-going challenge, one that, as an educator I should be in continual dialogue and discussion about. It's a new world out there, and I'm excited to be a part of it!
Sunday, September 27, 2009
Classroom 2.0
A couple of years ago, I was introduced to a new social-networking site specically designed for technology-minded teachers called Classroom 2.0. (A bit of an aside, Classroom 2.0 is a social network created via Ning, which allows anyone to create a social network.)
In general, it shares numerous features of "mainstream" social networking sites such as Twitter and Facebook, such as the option to update your status by answering the question "What brings you here" in 140 characters or less and being able to be friends with numerous colleagues. These feeds, as well as discussions are updated in real-time, thus you can always have a “finger on the pulse” of many new an innovative ideas!
A great feature of Classroom 2.0 is the “Forum” (message board). I find this incredibly helpful to use, especially when planning a new lesson or teaching a new subject. You can simply post a question/request for resources and other teachers on Classroom 2.0 are always willing to “put in their 2 cents” and offer suggestions, tips, and resources. In my experience it’s almost always been helpful!
Another awesome feature of Classroom 2.0 are the collaborative Webinar projects that have been done in conjunction with PBS and Elluminate. Essentially, these are on-line “mini-conferences”/lectures on a variety of topics. Simply put they are AWESOME and free…what more could you ask for?! You can “watch” them in real-time or, once you’re a member of Classroom 2.0 can access earlier recorded sessions via links from the Classroom 2.0 website. It’s a great way to learn more about a new resource, all from the comfort of your computer, wherever it may be!
What I think I appreciate most about Classroom 2.0 is that it is incredibly well organized and to me, never feels like people are not “focused” in using it. Every person who is a part of Classroom 2.0 is dedicated to utilizing technology to enrich learning and they are happy to share their successes, failures, and suggestions with anyone and everyone who is interested. All of the questions I have asked/discussions I have had have been professional, respectful, and helpful. As someone who is still new to utilizing a variety of technology in the classroom, I find this invaluable!
I suggest you join the site and browse, discuss, and learn from those “around you”. I hope you enjoy exploring this amazing resource!
Friday, September 18, 2009
Internet Resources for Education
"Internet Resources for Education"...sounds like a good thing to search in Google. But wait, the Internet is much more than just Google? What can the Internet, all of it, bring to the classroom?
1) It may sound cliché, but truly "the possibilities are endless". Computer use/Internet resources in the classroom are the reason I started blogging to begin with, because I was at a conference that highlighted it, and I thought, "Wow, what a great resource/idea...maybe I'll try". At that conference, I created my first blog entry about some of these ideas. I've re-posted them below, as just a smattering of resources/ideas of how to use the Internet for education.
(From 11/8/2008)
Below are links to the many of the things I've heard mentioned this weekend!
Basics
Some basic explanations and/or websites that help explain some of these ideas
Common Craft
Cool website that offers basic explanations of useful Web 2.0 technology and other things
On-line Resources
Social Networking, OpenSource Communication,
Sooo many options out there!
Teacher Tube
Google Apps for Education
Google Book Search
Google Scholar
Google Lit Trips
Teacher Friendly Websites/OpenSource Ideas/Social Networking
Again, just a small smattering of what's out there!
Edmodo
Classroom and Content Specific Social Networking
Ning
Create Your Own Social Network!
Twitter
Get Information Out!
You Stream
An easy way to stream video
VoiceThread
Sharing, chatting, commenting about a common project
Moodle
OpenSource software for schools
United Streaming
A web-based resource for educators from the Discovery Channel
Delicious
Another great social-bookmarking site for teachers
Diigo
Bookmarking site for teachers
ooVoo
A way to communicate via the web
Open Source Initiative
Just like it sounds....make it work!
2) Another issue about using the Internet in the classroom is the shift it can create from a strict instruction-based environment to a hands-on-learning based environment. If the Internet, in various forms, is integrated into the curriculum in the classroom, we are recreating how students learn. It is a shift SO far away from the current educational format in most classrooms and school districts, but in my opinion is necessary. How do I say this without writing a thesis?!? Students need to have the opportunity to not only acquire information (which the Internet is helpful for), but also create ways to understand it, be able to share it with others, and most importantly, be able to utilize the information in a constructive way! The Internet is not only a springboard for such learning, but is also a platform on which to stand!
3) On a personal note, I think about my own school, which is piloting a series of web-based education resources (see list/links below). Just this week, we began integrating the reading programs, Lexia and Reading Plus, into the curriculum, but thus far the students are engaged and enjoying the process provided by such programs. It's a big step for us...one that I hope continues to grow in the coming years!
Lexia
A reading program for beginning readers-late elementary school.
Reading Plus
A reading program for late-elementary school through high school and beyond.
iPass
A math program that focuses on gains in specific, basic math skills.
Formatted to align with standardized testing.
Symphony Math
A math program that helps develop a basic mathematics skills.
The more I think about it, the more I realize I can't fully put into words all of the possibilities that are out there. However, I do hope to continue finding resources, utilizing them in the classroom, and sharing them with others. For myself, as an educator, that is the first step.
Thursday, August 6, 2009
Old Post #4
(From 06/11/2009)
PROM
I just got home from the prom! I know what you're thinking: dresses, fancy hair, tuxes, and flowers. And we have that at our school, but we also have parents and siblings and limo rides around the neighborhood. It's dinner and dancing. It's a school effort. It's A TON of work, but it's FABULOUS!!!
Parents, students, siblings and teachers all danced the night away! It was AWESOME!!! I am tired, but in that great, accomplished, exhausted sort of way!
Old Post #3
(From 06/10/2009)
Honesty ~ Take #2
Today, one of my students graduated from our program and from high school. Her tenure in our program was not without many highs and lows, but today, today, was really special. When it came her time to speak, she said simply "This program has helped me more than I could ever admit." It was true, honest, and refreshing.
Oh honesty...I appreciate it so! It is rarely easy to hear, even harder to say, but SO worth it in the end! I am so grateful to have had the experience of teaching this student, and most of all, it makes me so proud to know that all of the hard work, from teachers, staff and most of all herself, was well worth it.
Old Post #2
(From 11/22/2008)
Small Steps Forward
This week seemed a V-E-R-Y long 5 days. In the work environment I am a part of, any myriad of things can, and do, happen. Sometimes they are devastating, sometimes the smallest positive change can feel like a major victory.
In thinking back on this long week, that included both struggles and triumph, I find hope and inspiration in the following...
1) One of the students I work closely with, and have REALLY seen grow, moved to the transitional living program at our school. This is a MAJOR accomplishment for anyone, but especially for this student. I am very proud of the progress he has made.
2) One of the students on my caseload found out that she is moving to the transitional living program in mid-December!!!
3) Another one of my students, who routinely struggles to maintain success, had an extremely rocky week. However, amid all of the "rocky-ness" and inner-struggle when we sat down to talk about what was going on, the very first thing she said to me was "I am disappointed with myself". This is SO HUGE. For this child, to be able to understand what effect her actions have for herself and being ready to deal with them...AWESOME!
4) Last, but not least, another one of my students and I had a conversation that, to be honest, I never thought I'd be able to have with him. He is a student who seems to need, at most times, what I like to kindly refer to as an "external conscious".
He mostly needs this because whenever you are talking with him, he is continually "10 steps ahead" and unable to think about what you're discussing or the matter at hand, because he's trying to jump ahead to what he thinks should be the answer. This can be an EXTREMELY frustrating dynamic to work with, because it is SO hard to break through!!!
However, yesterday, after 16 months of conversation that seemed to get us nowhere, we had a BREAKTHROUGH! In our conversation, he was able to name 4 concrete things that he needed in order to be successful. 4 things!!! I was amazed and so very proud!
Hopefully we can keep this momentum going and he can continue to appropriately speak his needs to not just me, but all of the adults working with him!
Through it all, this continues to be work that I love, that I hope to become better and better at, and that challenges and inspires me each day.
Old Post #1
(From 11/8/2008)
This weekend I've been attending the Classroom 2.0 Conference in
Lots of information!!!
See Below !
Below are links to the many of the things I've heard mentioned this weekend!
Basics
Some basic explanations and/or websites that help explain some of these ideas
Common Craft
Cool website that offers basic explanations of useful Web 2.0 technology and other things
Books
Only a small smattering of the books out there related to an ever-expanding classroom and world thanks to technology!
A Whole New Mind by Daniel Pink
Here Comes Everybody by Clay Shirky
The Long Tail by Chris Anderson
Wikinomics by Don Tapscott
Classroom 2.0 Information
Web 2.0
A jumping off point/basic explanation!
Classroom 2.0
If you're a teacher, especially one who uses technology, and you're looking for others like you, this is the place to find like-minded folk!
21st Century Skills
A website that explains the idea of the 21st century learner
Conferences
Technology and Leadership Conference
from the National School Boards Association
Cool Folks
Really cool people who know, and most importantly share, information about technology in the classroom!
Jonathan Harris
Sir Ken Robinson
Jennifer Carrier Dorman
Cool Cat Teacher
On-line Resources
Social Networking, OpenSource Communication,
Sooo many options out there!
Teacher Tube
Google Apps for Education
Google Book Search
Google Scholar
Google Lit Trips
Teacher Friendly Websites/OpenSource Ideas/Social Networking
Sooo Many Options Out There!
Again, just a small smattering of what's out there!
Edmodo
Classroom and Content Specific Social Networking
Ning
Create Your Own Social Network!
Twitter
Get Information Out!
You Stream
An easy way to stream video
VoiceThread
Sharing, chatting, commenting about a common project
Moodle
OpenSource software for schools
United Streaming
A web-based resource for educators from the Discovery Channel
Delicious
Another great social-bookmarking sight for teachers
Diigo
Bookmarking sight for teachers
ooVoo
A way to communicate via the web
Open Source Initiative
Just like it sounds....make it work!
Technology Gadgets
Doodads and Whatnot!
Flip Camera
Super-cool, easy gadget!
Zoom H 2 Recorder
Recommended for "on-the-spot" recording from local WBEZ (Chicago Public Radio) intern
Tablet PC's
An 1:1 option for classrooms everywhere
Special Education Resources
SET Connections
An up-and-coming Special Education consulting firm
All of this technology is AWESOME (and for me, OVERWHELMING) thus...it leaves me with some thoughts/ideas!
1) How does technology fit in the public school system, especially those under the pressure of NCLB/testing/etc ?
2) Statistically, even with the massive expansion of technology, the number of people who are excited about technology hasn't increased...why?
3) Technology and Assessments....they're not seperate ideas in education. Why are they so at odds?
Old Posts
I started blogging, from an inspiration from a conference I attended. At that time, I thought I'd blog about work related stuff and life in general all in one blog. Then, I was asked to start a blog for graduate school. I've since fullfilled that requirement, but have decided to move all education stuff to that blog. Thus, I'm posting "old posts" that are education related here, and general "life" posts on my other blog!
I'm a teacher, I like organization, I can't help it!
; )
I'm a teacher, I like organization, I can't help it!
; )
Wednesday, June 10, 2009
FDN 511 Reflection
Wow! As sat through our last night of presentations Monday night, the same thought kept coming to me over and over..."What a diverse and interesting group of educators!". I really was impressed with the final projects each person presented for their final projects and I was so glad that we were able to share with each other. Thank you, each of you!
As I reflect back on the quarter, I can't help but feel that I most certainly have more questions than answers. Throughout the semester I have been challenged, outraged, aggravated, curious, and inspired, and that's just my knee-jerk reaction to the ideas that we've scratched the surface of!!!
I really appreciated the courses where we defined things, such as democracy, schooling, and education. I think that SO many words get thrown around in education, without people completely knowing what they mean in general, let alone within the context of education. The reminder to be aware of definitions was an important one.
I think the most important thing I’ve taken away from the class, is the reminder that in order to be a good educator, I must also be a good student. Authentic and honest inquiry is at the root of what it means to learn. This course has reminded me that quality educators not only provide excellent instruction, but they too are always in the process of questioning and learning more about their field, area of focus, and the world around them in general.
Thus, I submit to you, the top 3 things on my “list-o-further investigation”.
1) The John Dewey Society ~ http://cuip.net/jds/
It seems that Dewey came up a lot in our discussions, and though I appreciate Craig’s knowledge and individual enthusiasm for Dewey, I’d like to know more.
2) The U.S. Department of Education Website and NCLB Resource Page ~
http://www.ed.gov/nclb/landing.jhtml
I don’t fully understand NCLB. I wish I knew more. This seems a good place to start!
3) UMass Social Justice in Education Homepage ~ http://www.umass.edu/sje/
I didn’t know programs like this even existed…I wonder what great ideas they’re coming up with!!!
This, by no means, is an exhaustive list, rather a starting point of acquiring more knowledge. I look forward to the process!
As I reflect back on the quarter, I can't help but feel that I most certainly have more questions than answers. Throughout the semester I have been challenged, outraged, aggravated, curious, and inspired, and that's just my knee-jerk reaction to the ideas that we've scratched the surface of!!!
I really appreciated the courses where we defined things, such as democracy, schooling, and education. I think that SO many words get thrown around in education, without people completely knowing what they mean in general, let alone within the context of education. The reminder to be aware of definitions was an important one.
I think the most important thing I’ve taken away from the class, is the reminder that in order to be a good educator, I must also be a good student. Authentic and honest inquiry is at the root of what it means to learn. This course has reminded me that quality educators not only provide excellent instruction, but they too are always in the process of questioning and learning more about their field, area of focus, and the world around them in general.
Thus, I submit to you, the top 3 things on my “list-o-further investigation”.
1) The John Dewey Society ~ http://cuip.net/jds/
It seems that Dewey came up a lot in our discussions, and though I appreciate Craig’s knowledge and individual enthusiasm for Dewey, I’d like to know more.
2) The U.S. Department of Education Website and NCLB Resource Page ~
http://www.ed.gov/nclb/landing.jhtml
I don’t fully understand NCLB. I wish I knew more. This seems a good place to start!
3) UMass Social Justice in Education Homepage ~ http://www.umass.edu/sje/
I didn’t know programs like this even existed…I wonder what great ideas they’re coming up with!!!
This, by no means, is an exhaustive list, rather a starting point of acquiring more knowledge. I look forward to the process!
Sunday, June 7, 2009
Magazines, Books and Blogs...Oh My!
Recently, I've been thinking a lot about resources available to educators and how I, personally, don't access them enough. Thus, below is just a small smattering of things that have piqued my interest...
Magazines
Good Magazine
A monthly magazine which looks at social justice and social action locally, nationally and globally.
Newsweek
Brief, engaging and informative!
Teaching Exceptional Children
Published by CEC (Council for Exceptional Children)
Peacework
A magazine that focuses on "Global Thought and Local Action for Nonviolent Social Change." Published by the American Friends Service Committee (AFSC).
YES!
One of my favorites, easily adaptable to the classroom, in fact, they encourage it!
Books
A Whole New Mind: Why Right-Brainers Will Rule the Future
by Daniel Pink
This book argues that business and everyday life will soon be dominated by right-brain thinkers. Pink identifies the roots and implications of transitioning from a society dominated by left-brain thinkers into something entirely different.
The Pedagogy of the Oppressed
Paulo Freire
This book explores the idea that ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard.
Teaching to Transgress
by bell hooks
This book explores insights, strategies, and critical reflections on pedagogical practice.
Tested: One American School Struggles to Make the Grade
by Linda Perlstein
In this book, Perlstein, and education reporter and author, takes an up-close-and-personal style to examine one such school, suburban Maryland's Tyler Heights Elementary. She focuses her investigation around the idea ""What were the test scores about?" and searches for the answers in an honest way.
To Teach: The Journey of a Teacher
by William Ayers
This book is full of vignettes and anectdotes as a teacher, parent, student and observer of classrooms and the art of teaching.
Blogs
A Really Different Place
A fantastic site featuring student and teacher blogs from Broken Arrow Enhanced Learning Center Blog. Parents, Teachers, and Students are all encouraged to observe, blog and read its contents. I think it's an excellent example of technology in the classroom.
Cool Cat Teacher
A fantastic blog about teaching and technology. A simple, honest resource for anyone interested in both!
Edupunk
A frank, funny, exciting blog about education. Always honest, always thought provoking.
This Week In Education
This is an excellent blog that looks at issues in education, in Chicago and beyond, each week.
Good Magazine
A monthly magazine which looks at social justice and social action locally, nationally and globally.
Newsweek
Brief, engaging and informative!
Teaching Exceptional Children
Published by CEC (Council for Exceptional Children)
Peacework
A magazine that focuses on "Global Thought and Local Action for Nonviolent Social Change." Published by the American Friends Service Committee (AFSC).
YES!
One of my favorites, easily adaptable to the classroom, in fact, they encourage it!
Books
A Whole New Mind: Why Right-Brainers Will Rule the Future
by Daniel Pink
This book argues that business and everyday life will soon be dominated by right-brain thinkers. Pink identifies the roots and implications of transitioning from a society dominated by left-brain thinkers into something entirely different.
The Pedagogy of the Oppressed
Paulo Freire
This book explores the idea that ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard.
Teaching to Transgress
by bell hooks
This book explores insights, strategies, and critical reflections on pedagogical practice.
Tested: One American School Struggles to Make the Grade
by Linda Perlstein
In this book, Perlstein, and education reporter and author, takes an up-close-and-personal style to examine one such school, suburban Maryland's Tyler Heights Elementary. She focuses her investigation around the idea ""What were the test scores about?" and searches for the answers in an honest way.
To Teach: The Journey of a Teacher
by William Ayers
This book is full of vignettes and anectdotes as a teacher, parent, student and observer of classrooms and the art of teaching.
Blogs
A Really Different Place
A fantastic site featuring student and teacher blogs from Broken Arrow Enhanced Learning Center Blog. Parents, Teachers, and Students are all encouraged to observe, blog and read its contents. I think it's an excellent example of technology in the classroom.
Cool Cat Teacher
A fantastic blog about teaching and technology. A simple, honest resource for anyone interested in both!
Edupunk
A frank, funny, exciting blog about education. Always honest, always thought provoking.
This Week In Education
This is an excellent blog that looks at issues in education, in Chicago and beyond, each week.
In reviewing this list, I can honestly say the following...
1) I subscribe to both GOOD and YES! magazines, but I'm yet to be able to directly integrate them into my classroom. However, I appreciate being able to read an article at a time and apply the information as I can. Also, I know that there are many more resources out there. I'm working on continuing to acquire at least a list of such publications, in order to stay better up-to-date on current events, globally, locally, and in education.
2) To be honest, all of the books listed on above are on my "to read" list and that list grows literally each day! I think it is the professional responsibility of all educators to continue to learn themselves and books are a great place to start!
3) I appreciate the blogs, as a medium, and it seems new ones "pop up" every day. There are some GREAT educators putting a lot of FANTASTIC ideas out there!
1) I subscribe to both GOOD and YES! magazines, but I'm yet to be able to directly integrate them into my classroom. However, I appreciate being able to read an article at a time and apply the information as I can. Also, I know that there are many more resources out there. I'm working on continuing to acquire at least a list of such publications, in order to stay better up-to-date on current events, globally, locally, and in education.
2) To be honest, all of the books listed on above are on my "to read" list and that list grows literally each day! I think it is the professional responsibility of all educators to continue to learn themselves and books are a great place to start!
3) I appreciate the blogs, as a medium, and it seems new ones "pop up" every day. There are some GREAT educators putting a lot of FANTASTIC ideas out there!
Sunday, May 31, 2009
Elementary School Memories
In thinking about the learning experiences I had, I think the majority of my educational memories come from elementary school. I attended Northmoor Elementary, in Englewood, Ohio. It was, and still is, the largest elementary school in the district, and when I was a student there, we had 6 classrooms in each grade and probably close to 30 students in each grade! The school's current website is http://www.northmontschools.com/nm/index.html.
Looking back on it, now through the lens of being an educator, 3 things stick out to me:
1) All throughout elementary school, we always had "specials" and recess. In all grades, each class had the following "specials":
Music ~ 1x per week
Art ~ 1x per week
Physical Education ~ 2x per week
Library ~ 1x per week
In addition, all grades had 3 (count 'em, 3) recesses each day: mid-morning, after lunch, mid-afternoon.
We had time to learn and play outside of the classroom and I believe, as an educator, that students, teachers, and schools were better for it.
2) I had a very strong foundation in phonemic awareness, phonics and spelling. To develop Phonemic Awareness we used "The Letter People" curriculum and to this day I remember the songs and attributes of the letters. I know many other people who feel the same way, and to this day can sing the opening song. (For more information on The Letter People, check out the Wikipedia article on it: http://en.wikipedia.org/wiki/The_Letter_People). Additionally, we had phonics and spelling textbooks and workbooks. At the time, I thought nothing of it, as it had always been a part of education experience. However, as an educator, I realize the importance of phonics and am thankful for the reinforcement I received.
3) Multiplication: I simply COULD NOT learn my multiplication facts until 6th grade. I remember, still with dread, the timed tests and "around the world" races in 3rd and 4th grade. I imagine I did a LOT of counting, as I understood the concept, and yet, the memorization aspect would not "stick". As an educator, I continue to be intrigued and curious as to "how students learn" and I try to be extra sensitive to students individual struggle, as I know from experience how difficult it can be.
Those are just the quick issues that have added to just a small part of who I am as a person and as an educator today. I wonder, what will the students we are presently teaching remember about their education?
Looking back on it, now through the lens of being an educator, 3 things stick out to me:
1) All throughout elementary school, we always had "specials" and recess. In all grades, each class had the following "specials":
Music ~ 1x per week
Art ~ 1x per week
Physical Education ~ 2x per week
Library ~ 1x per week
In addition, all grades had 3 (count 'em, 3) recesses each day: mid-morning, after lunch, mid-afternoon.
We had time to learn and play outside of the classroom and I believe, as an educator, that students, teachers, and schools were better for it.
2) I had a very strong foundation in phonemic awareness, phonics and spelling. To develop Phonemic Awareness we used "The Letter People" curriculum and to this day I remember the songs and attributes of the letters. I know many other people who feel the same way, and to this day can sing the opening song. (For more information on The Letter People, check out the Wikipedia article on it: http://en.wikipedia.org/wiki/The_Letter_People). Additionally, we had phonics and spelling textbooks and workbooks. At the time, I thought nothing of it, as it had always been a part of education experience. However, as an educator, I realize the importance of phonics and am thankful for the reinforcement I received.
3) Multiplication: I simply COULD NOT learn my multiplication facts until 6th grade. I remember, still with dread, the timed tests and "around the world" races in 3rd and 4th grade. I imagine I did a LOT of counting, as I understood the concept, and yet, the memorization aspect would not "stick". As an educator, I continue to be intrigued and curious as to "how students learn" and I try to be extra sensitive to students individual struggle, as I know from experience how difficult it can be.
Those are just the quick issues that have added to just a small part of who I am as a person and as an educator today. I wonder, what will the students we are presently teaching remember about their education?
Monday, May 25, 2009
Breaking the day-to-day cycle of violence
Last week, in one day, a teacher-friend of mine was punched in the jaw and in the stomach, in two separate incidences at her school. She teaches in a Chicago Public School on the west side of the city and while it was rare for two separate incidents to occur in one day, the violence itself is not rare.
The first of act of violence was when a 7th grade student hit her, when she politely requested that he stop talking on his cell-phone in the hallway. She asked him politely “please stop talking on your phone”, to which he responded with “no” and a series of profanities. She asked him again, in the same flat non-threatening, but firm tone, and he stepped toward her and punched her in the jaw.
Later in the day, two of her own students were in a physical fight while leaving the bathroom. She immediately asked them to break it up and, upon her own choosing, stepped in between the boys and she and another teacher separated them—at least momentarily. However, the student who she was not with left the teacher he was with, and reached around her and the student she was with and accidentally hit her.
Now, I know that many questions could be posed about this situation, including much criticism for her, as many teachers wouldn’t intervene in ways that she did. However, I fully respect her right to make the decisions she did as an educator. My overall concern about the situation is the fact that “random acts of violence” occur on a regular basis, in this particular school setting and sadly, I’m sure it is not alone. Which leads me to the following question:
HOW and WHY do students think that violence, against each other, against their teacher, and specifically in their school, is an acceptable solution to their problems?
I fully recognize that this is a very large question, one that has numerous implications that include but are not limited to: social, cultural, and socioeconomic concerns. However, I do believe with continued discussion and increased scrutiny, some solutions can be found and the cycle of violence can begin to be broken.
Two Organizations that look at the issue of violence in schools are listed below.
1) The Constitutional Rights Foundation
2) The National Youth Violence Prevention Resource Center
The Constitutional Rights Foundation (http://www.crf-usa.org/school-violence/) states:
“Regardless of fluctuations in its rates, incidence, and categories, violence continues to create an ongoing challenge to the nation's educational environment. Violence in our schools demands that educators, students, parents, social service organizations, and concerned individuals be informed about the problems, causes, and effects of school violence and that we all join the search for solutions. We hope that the lessons and resources included in this CRF online site may help to introduce the problem of--and solutions to-- school violence into our schools' educational agendas.”
The National Youth Violence Prevention Resource Center (http://www.safeyouth.org/scripts/topics/school.asp) has links to numerous resources and articles to assist those who are working at addressing school violence in their schools and communities.
Neither provides all-encompassing solutions, but both do provide honest insight into the many issues surrounding students and violence in this nation.
The first of act of violence was when a 7th grade student hit her, when she politely requested that he stop talking on his cell-phone in the hallway. She asked him politely “please stop talking on your phone”, to which he responded with “no” and a series of profanities. She asked him again, in the same flat non-threatening, but firm tone, and he stepped toward her and punched her in the jaw.
Later in the day, two of her own students were in a physical fight while leaving the bathroom. She immediately asked them to break it up and, upon her own choosing, stepped in between the boys and she and another teacher separated them—at least momentarily. However, the student who she was not with left the teacher he was with, and reached around her and the student she was with and accidentally hit her.
Now, I know that many questions could be posed about this situation, including much criticism for her, as many teachers wouldn’t intervene in ways that she did. However, I fully respect her right to make the decisions she did as an educator. My overall concern about the situation is the fact that “random acts of violence” occur on a regular basis, in this particular school setting and sadly, I’m sure it is not alone. Which leads me to the following question:
HOW and WHY do students think that violence, against each other, against their teacher, and specifically in their school, is an acceptable solution to their problems?
I fully recognize that this is a very large question, one that has numerous implications that include but are not limited to: social, cultural, and socioeconomic concerns. However, I do believe with continued discussion and increased scrutiny, some solutions can be found and the cycle of violence can begin to be broken.
Two Organizations that look at the issue of violence in schools are listed below.
1) The Constitutional Rights Foundation
2) The National Youth Violence Prevention Resource Center
The Constitutional Rights Foundation (http://www.crf-usa.org/school-violence/) states:
“Regardless of fluctuations in its rates, incidence, and categories, violence continues to create an ongoing challenge to the nation's educational environment. Violence in our schools demands that educators, students, parents, social service organizations, and concerned individuals be informed about the problems, causes, and effects of school violence and that we all join the search for solutions. We hope that the lessons and resources included in this CRF online site may help to introduce the problem of--and solutions to-- school violence into our schools' educational agendas.”
The National Youth Violence Prevention Resource Center (http://www.safeyouth.org/scripts/topics/school.asp) has links to numerous resources and articles to assist those who are working at addressing school violence in their schools and communities.
Neither provides all-encompassing solutions, but both do provide honest insight into the many issues surrounding students and violence in this nation.
Friday, May 15, 2009
Year-Round Schooling: A Unique Opportunity
Year-Round Schooling is certainly a "hot button" issue these days, as more and more schools districts, are considering the pros and cons of such action.
On April 29, 2009, a U.S. News and World Report blog entry, looked at the increasing number of Chicago elementary schools who are moving toward this change. The major component behind that decision has been for remediation of students and in order to close the gap on what students may forget over the summer. (See http://www.usnews.com/blogs/on-education/2009/04/28/chicago-tests-a-year-round-school-schedule.html for more information).
The debate around year-round schooling has even been extended to national organizations, such as The National Association for Year-Round Education (http://www.nayre.org/). However, I have the unique opportunity of seeing year-round school up-close and personal, and in a slightly different light.
The school I teach at is a private residential school for students with extreme and profound emotional factors and all of our high school students are required to participate in 8 weeks of summer school. It is a unique opportunity for students to learn new skills as well as acquire credit for courses they may be lacking and/or to make-up for lost time. Each summer, we provide two 4-week sessions, from 8am-1pm each day. This summer, students have the opportunity to take courses which include, but are not limited to:Driver's Education, Photography, Printmaking, Basic Computer Skills, Physical Education, Literary Magazine and Vocational Horticulture. Each course offers the unique opportunity to participate in a class outside of the "norm", get "hands-on" experience, and earn a semesters' worth of credit for each course completed. Both students and teachers look forward to the experience and many interesting projects and ideas are shared during the summer sessions. I look forward to an interesting and exciting summer again this year and am curious to see if other schools soon follow suite.
On April 29, 2009, a U.S. News and World Report blog entry, looked at the increasing number of Chicago elementary schools who are moving toward this change. The major component behind that decision has been for remediation of students and in order to close the gap on what students may forget over the summer. (See http://www.usnews.com/blogs/on-education/2009/04/28/chicago-tests-a-year-round-school-schedule.html for more information).
The debate around year-round schooling has even been extended to national organizations, such as The National Association for Year-Round Education (http://www.nayre.org/). However, I have the unique opportunity of seeing year-round school up-close and personal, and in a slightly different light.
The school I teach at is a private residential school for students with extreme and profound emotional factors and all of our high school students are required to participate in 8 weeks of summer school. It is a unique opportunity for students to learn new skills as well as acquire credit for courses they may be lacking and/or to make-up for lost time. Each summer, we provide two 4-week sessions, from 8am-1pm each day. This summer, students have the opportunity to take courses which include, but are not limited to:Driver's Education, Photography, Printmaking, Basic Computer Skills, Physical Education, Literary Magazine and Vocational Horticulture. Each course offers the unique opportunity to participate in a class outside of the "norm", get "hands-on" experience, and earn a semesters' worth of credit for each course completed. Both students and teachers look forward to the experience and many interesting projects and ideas are shared during the summer sessions. I look forward to an interesting and exciting summer again this year and am curious to see if other schools soon follow suite.
Monday, May 11, 2009
School Funding
I grew up in Southern Ohio, where a significant part of school funding is based on taxpayer levy's. I can specifically remember a few times, as a student, where all extra-curricular activities were threatened to be eliminated had a levy not passed. As the child of a high-school coach and as a student who participated in a variety of extra-curricular activities, this seemed an unimaginable disaster! It is still a concern for the community in which I grew up, but luckily, of late, levy’s have passed and all activities curricular and extra-curricular have been able to stay in place.
Looking at the current state of Illinois-school funding, the concern of extra-curricular activities at times seems a minimal, however I do believe that it all boils down to the same point. What kind of learning environment are we providing, as educators, to our students? And, how are we, as educators, going to be able to provided a high-quality learning environment when funding is such as issue?
According to progressillinois.com, (http://www.progressillinois.com/2009/2/6/argument-school-funding-reform) "Illinois has the highest disparity in the Midwest in school spending between poor and wealthy districts." and according to 2008 A+ Illinois article, (http://www.aplusillinois.org/media/news.asp?pressReleaseID=471) is 49th in the nation for state funding. By no means, do I expect there not to be any disparity, nor do I think that we can solve Illinois school-funding issue overnight, however, Illinois is at a crisis-point.
Answers are not easily found. However, as educators, what can we do to influence those in power to make school-funding a priority? This not only extends to the state-level, but also local. How can we continually advocate for change as well as make our current-situation sufficient? I think solutions have to start with those who are affected the most: staff and students of schools.
Looking at the current state of Illinois-school funding, the concern of extra-curricular activities at times seems a minimal, however I do believe that it all boils down to the same point. What kind of learning environment are we providing, as educators, to our students? And, how are we, as educators, going to be able to provided a high-quality learning environment when funding is such as issue?
According to progressillinois.com, (http://www.progressillinois.com/2009/2/6/argument-school-funding-reform) "Illinois has the highest disparity in the Midwest in school spending between poor and wealthy districts." and according to 2008 A+ Illinois article, (http://www.aplusillinois.org/media/news.asp?pressReleaseID=471) is 49th in the nation for state funding. By no means, do I expect there not to be any disparity, nor do I think that we can solve Illinois school-funding issue overnight, however, Illinois is at a crisis-point.
Answers are not easily found. However, as educators, what can we do to influence those in power to make school-funding a priority? This not only extends to the state-level, but also local. How can we continually advocate for change as well as make our current-situation sufficient? I think solutions have to start with those who are affected the most: staff and students of schools.
Sunday, May 3, 2009
Thank You
I've spent some time thinking about what was most influential to me as a student, and though I had many good teachers, my 4th/5th grade teacher, really stands out to me. She was in her late 50's/early 60's and she was as kind and gentle as they come. She had taught at our school for many years, and they year before she retired, she decided to "loop" with my class. In 4th grade, she was my English teacher, but in 5th grade she was my classroom teacher as well.
I can distinctly remember her manner of speaking, the excitement in her eyes, and her kind, gentle voice. More than anything though, I remember that she was incredibly patient and that she took the time to really care for us all.
One of the ways she really cared for me, was by providing many books to read. I absolutely LOVED to read at that age, and she kept me with a steady supply of books. For some reason I specifically remembering the book "Strawberry Girl" by Lois Lensky. I don't know if it was 4th or 5th grade when I read the book, but I do remember, that I felt she'd picked out the book just for me. At 208 pages, it was probably one of the longest books I'd read at the time, and I remember getting absolutely LOST in the story and both my love for reading and my admiration of my teacher grew, as I felt she must have paid special attention to me in order to pick out a book that was so special.
Even as I sit writing this now, I'm finding myself exceedingly reminiscent of those two years in elementary school. I realize that she was one of the first people who truly made me feel special. What a gift!
Now, as an educator myself, I also see this as a great challenge. It's a bit daunting to think about what role I may have in shaping the lives of my students. I wonder someday what they'll say about me...
That said, I realize, in writing these memories of an influential teacher, that the way we recognize those who influence us is important. This past week, "Teachers of the Year" gathered in Washington D.C., to meet, greet, and exchange ideas, as well as receive national attention for their achievements and accomplishments. (See http://www.whitehouse.gov/blog/09/04/30/Celebrating-our-Teachers/ and http://www.ccsso.org/projects/national_teacher_of_the_year/national_teachers/13292.cfm for more details). While they are, for sure, outstanding educators, it makes me wonder, how many other amazing teachers are out there and what can be done to recognize the contributions they've made to the lives of their students?
My personal hope, is that I'm able to get in touch with my 4th/5th grade teacher, and if nothing else, simply tell her thank you.
I can distinctly remember her manner of speaking, the excitement in her eyes, and her kind, gentle voice. More than anything though, I remember that she was incredibly patient and that she took the time to really care for us all.
One of the ways she really cared for me, was by providing many books to read. I absolutely LOVED to read at that age, and she kept me with a steady supply of books. For some reason I specifically remembering the book "Strawberry Girl" by Lois Lensky. I don't know if it was 4th or 5th grade when I read the book, but I do remember, that I felt she'd picked out the book just for me. At 208 pages, it was probably one of the longest books I'd read at the time, and I remember getting absolutely LOST in the story and both my love for reading and my admiration of my teacher grew, as I felt she must have paid special attention to me in order to pick out a book that was so special.
Even as I sit writing this now, I'm finding myself exceedingly reminiscent of those two years in elementary school. I realize that she was one of the first people who truly made me feel special. What a gift!
Now, as an educator myself, I also see this as a great challenge. It's a bit daunting to think about what role I may have in shaping the lives of my students. I wonder someday what they'll say about me...
That said, I realize, in writing these memories of an influential teacher, that the way we recognize those who influence us is important. This past week, "Teachers of the Year" gathered in Washington D.C., to meet, greet, and exchange ideas, as well as receive national attention for their achievements and accomplishments. (See http://www.whitehouse.gov/blog/09/04/30/Celebrating-our-Teachers/ and http://www.ccsso.org/projects/national_teacher_of_the_year/national_teachers/13292.cfm for more details). While they are, for sure, outstanding educators, it makes me wonder, how many other amazing teachers are out there and what can be done to recognize the contributions they've made to the lives of their students?
My personal hope, is that I'm able to get in touch with my 4th/5th grade teacher, and if nothing else, simply tell her thank you.
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