Did you learn about your teaching style in the OR project? - Discuss your teaching strengths and weaknesses from this on blog
I learned that I like to interact with my students! To me (and constructivists), you learn best by exploring and being able to ask questions. It was difficult for me to do this project, but only because I think that teaching someone how to use Evernote is too simple. There isn't really a 'challenge' in it. I think that the app is very self explanatory, so having to type up a tutorial to tell people to "click ok" is a bit tedious for me. That being said, I think a step-by-step guide could be very beneficial for many people, especially people that are new to mobile technologies. A digital native would probably not benefit from this tutoria, but my target wasn't a digital native, so it works. I'm not the type of learner who reads step-by-step instructions--at least not initially, so teaching that way is somewhat of a challenge to me.
Friday, April 12, 2013
Thursday, March 28, 2013
Teaching Technology Project
My teaching technology project has unfortunately not been at the top of my to do list. I will be teaching the app Evernote, which is an app that can be used to store notes and information across multiple devices. My objective for this project is: participants will be able to create 3 notebooks, input two notes, a pdf, and a photo. Participants will also share at least one of these items with another person, and access their Evernote account on two separate devices.
So far I'm surprised that Evernote has a ton of other apps that work with it. Should I demonstrate those too, or would that be too much?
So far I'm surprised that Evernote has a ton of other apps that work with it. Should I demonstrate those too, or would that be too much?
Professional Development Plan
I am not really sure what I want to do when I grow up, but one career I am thinking about is being a technology coordinator in a school or district. If I were to do that, most likely I would be in charge of creating professional development for teachers on how to use technology in their specific classes. So my overall goal under the ISTE Standard 5: Engage in Professional Growth and Leadership would be to create a PLC in the school that will compile and distribute an iTunes U course with resources for technology integration and other sources like global and local professional learning communities.
To do this, my short term goals are to:
Before
school: Create iTunes U Course
By
October: Gather teachers from each subject area to participate in this PLC, and
an outline for what the course will contain
By
November: Develop a rubric/guide to determine the reliability of a source
By
December: Have at least one source from each subject area posted to the iTunes
U course
By
January: Have at least a total of 3 sources for each subject area on the iTunes
U course
By
February: Distribute the always improving iTunes U course to the school with an
explanation of how to access, use, and provide input
Long
term goal:
Create
an PLC in the school to compile and distribute an iTunes U course with
resources to global and local professional learning communities by the end of
the school year
To determine if this PLC is successful, I would assess by:
If
course is coming along as planned, then part of the goal is met.
The
PLC will conduct voluntary walkthroughs with teachers who care to participate
in the iTunes U course to see the tools/strategies/resources that were provided
by the course in action.
Surveys will be conducted on what
teachers in the entire school want/need in the iTunes U course, and if these needs are being met.
Monday, February 25, 2013
Professional Development
What are some things you can do for free to improve your technology skills?
For me, the most beneficial thing I do to improve my technology skills is Google and playing around with it. When I get a new technology, or read about one, I research it as much as I can. Google is my best friend, so is Mashable.com, and my eduction page on Flipbook. Twitter is a great way to create a professional learning community, and there are many technology to hashtags to follow. These include, #edtech, #mlearning. I also follow ISTE connects on Twitter, and other technology companies and websites.
When I get a new technology I also play around with it. Just discover things. For example, when I got my Promethean Board I tinkered around with it. I clicked on buttons to see what they would do. I explored other people's posts, tried to figure out how they did certain things. There are also a lot of webinars and wiki pages devoted to technology education. There are a plethora of books dedicated to teaching 'digital natives' as well.
For me, the most beneficial thing I do to improve my technology skills is Google and playing around with it. When I get a new technology, or read about one, I research it as much as I can. Google is my best friend, so is Mashable.com, and my eduction page on Flipbook. Twitter is a great way to create a professional learning community, and there are many technology to hashtags to follow. These include, #edtech, #mlearning. I also follow ISTE connects on Twitter, and other technology companies and websites.
When I get a new technology I also play around with it. Just discover things. For example, when I got my Promethean Board I tinkered around with it. I clicked on buttons to see what they would do. I explored other people's posts, tried to figure out how they did certain things. There are also a lot of webinars and wiki pages devoted to technology education. There are a plethora of books dedicated to teaching 'digital natives' as well.
Thursday, February 21, 2013
Sandholtz Chapter 5
Chapter 5 mainly discusses how peer tutoring and student centered learning is beneficial to both teachers and students. There was a lot of qualitative evidence of low performing students being very good at certain aspects of technology, or what was being taught, and in turn those students taught other students. Many teachers were initially upset or worried about the change in their classroom--having kids talking with out permission, or not being the only source of information. Eventually teachers realized that having students teach improved their self efficacy and motivated them. This helped created a shift in many of these classrooms as collaborative communities, not just teacher led instruction.
This chapter is interesting to me because when I was going through my undergrad all we talked about was collaboration and constructivist theories. It was drilled into my head that collaboration was better for students, and I completely agreed. I know that many teachers who have been in the profession for a while struggle greatly with collaboration in their classrooms. Also, many teachers don't like to admit that their students may have more knowledge then they do in certain areas. For me, that was never an issue. I was very open to my students being collaborative. I did have issues when I asked them to do work individually. I wanted there to be a balance in my classroom, but I think that collaboration does greatly benefit students and teachers.
This chapter is interesting to me because when I was going through my undergrad all we talked about was collaboration and constructivist theories. It was drilled into my head that collaboration was better for students, and I completely agreed. I know that many teachers who have been in the profession for a while struggle greatly with collaboration in their classrooms. Also, many teachers don't like to admit that their students may have more knowledge then they do in certain areas. For me, that was never an issue. I was very open to my students being collaborative. I did have issues when I asked them to do work individually. I wanted there to be a balance in my classroom, but I think that collaboration does greatly benefit students and teachers.
Sandholtz Chapter 4
Chapter four begins by discussing the technical issues that occur when using a new technology. She also discusses how technology easily leads itself into cyberbullying, cheating, and doing illegal things online. This chapter walks us through the frustrations that occur during the first three phases of technology integration: entry, adoption, and adaptation. When teachers are at the entry level, everything is a mess. Teachers are unsure how to use all of the equipment, how to integrate it into their curriculum, and how to manage this new technology's interaction with students. During the adoption stage teachers are aware of the technology and their students' interaction with it, so teachers are able to anticipate issues and begin creating solutions before they get out of hand. During the adaption stage teachers and students are using the technology to their advantage and using if for specific needs. The book describes how teachers use the computers to create databases and calculate grades for them.
I definitely went through the first two stages in my classroom. Having computers in my class was awesome. They kids loved them and always wanted to use them. I had a heck of a time managing my students' interactions with them, though. It took a few times using the computers to really get the students using them for research, and not trying to look up other things. It was very important to set up routines on how to get the computer, hold the computer, charge the computer, and put it away. I initially thought that seniors in high school would know that, but they definitely needed instructions and constant reminders. I think that as technology becomes even more ubiquitous in schools that there will be a constant transition of teachers in each of the stages of implementation. Things as small as downloaded applications will also use this cycle. I think teachers should be aware though, that they don't need to try to use every type of technology in their classroom. Use as much as you are comfortable with, and when you are ready--just don't make that an excuse not to use technology.
I definitely went through the first two stages in my classroom. Having computers in my class was awesome. They kids loved them and always wanted to use them. I had a heck of a time managing my students' interactions with them, though. It took a few times using the computers to really get the students using them for research, and not trying to look up other things. It was very important to set up routines on how to get the computer, hold the computer, charge the computer, and put it away. I initially thought that seniors in high school would know that, but they definitely needed instructions and constant reminders. I think that as technology becomes even more ubiquitous in schools that there will be a constant transition of teachers in each of the stages of implementation. Things as small as downloaded applications will also use this cycle. I think teachers should be aware though, that they don't need to try to use every type of technology in their classroom. Use as much as you are comfortable with, and when you are ready--just don't make that an excuse not to use technology.
Monday, February 18, 2013
Sandholtz Chapter 3
Chapter 3 in Teaching with Technology is titled "The Evolution of Instruction in Technology-Rich Classrooms." It discusses teacher's personal beliefs in instructional evolution and how their epistemological beliefs as well as their beliefs in instructional technology will affect their implementation and overall attitude towards technology. This chapter discusses the stages of instructional evolution, which is much like the other change theories. Entry is when the teachers were just beginning. They were trying to set everything up and deal with the logistics of using new technology. Adoption is the next stage, and that is where the teachers were trying to figure out how to use this technology in their daily instruction. There were still issues, but they were actively trying to use it. The adaptation phase was when the use of the technology occurred more frequently and was authentic and useful--not just using the technology to use it, but to add to the educational needs of the students. Appropriation is the next stage where there is a shift in the attitude toward the technology. It occurred after success with the technology and knowing that it was a benefit to the students. Some teachers in this stage showed that they have not only accepted technology in their lives, but have become dependent on it. The final stage of the evolution of instruction is invention. This is where teachers use the technology in a different way then they have been shown and discovering how it can be used for them specifically and their students. This chapter also emphasized the need for teacher support through implementation.
This chapter discusses many things that we read in the other book including change theory and teachers' need for support when implementing anything, especially technology. I liked this chapter because it discussed how the technology increased student and teacher motivation. I am curious, though, how much the use of technology now affects motivation. I have no doubt that it increases motivation initially, but I wonder if students now will get bored after using technology that they use everyday, like computers. I really enjoyed reading teacher's reactions to using the technology. I wish I could hear all of their reflections!
This chapter discusses many things that we read in the other book including change theory and teachers' need for support when implementing anything, especially technology. I liked this chapter because it discussed how the technology increased student and teacher motivation. I am curious, though, how much the use of technology now affects motivation. I have no doubt that it increases motivation initially, but I wonder if students now will get bored after using technology that they use everyday, like computers. I really enjoyed reading teacher's reactions to using the technology. I wish I could hear all of their reflections!
Saturday, February 9, 2013
Monday, February 4, 2013
Chapter 11 Reflection
Top Ten Rules That Govern School Authority Over Student Cyber Expressions
Chapter 11 is an overview of the provisions of the First Amendment that apply to public schools students. It discusses the censorship that schools can impose on students to prevent cyberbullying. That means that although students still have the right to express their opinions, their “rights are restricted to what is appropriate for the care and tutelage of children.” For example, if students “depict verbal or graphic violence, threatens or undermines members of the school community, or portends a violent disruption” then something can be done about it. Also, if a student attacks core characteristics, or uses profane or vulgar language then they can be censored. Interestingly to me, if students expression is a pedagogical concern--meaning doesn’t fit with educational norms, like grammatically incorrect, or unresearched, then that can be censored. Unsurprisingly, if student’s views are expressed as endorsed by the school, then they can be censored; like a school website or newspaper. Also, if a student does something off campus, it is not the school’s concern unless it is directly connected with the school. For instance, students get caught drinking underage in their school’s letterman--they can be reprimanded for that. Students can be censored if they aren’t meeting the “shared values of civilized social order,” like if a student is promoting drug use. The last rule discussed is threats. If there is a ‘true’ threat, then it must be taken seriously and students can be reprimanded for it.
This chapter is very interesting to me. I think this should be taught in education classes as well as discussed with students. I doubt that students are aware of these provisions and I think they should be. I don’t know how many times I have heard a student say that they have the freedom of speech when they were off on a rant or arguing with another student. I got them to stop, but it typically happened after a 5-10 minute conversation on respect--which was valuable, but not what I had in mind for an algebra class. I truly think that if there is an open dialogue with students about respect, cyber etiquette and bullying, and the law, that many of these issues would cease to exist. Don’t get me wrong, there is no way that all cyberbullying and unwanted online behavior will stop, but if students are educated, from the beginning, on why these things are not good choices and potentially dangerous, then they will listen.
Chapter 11 is an overview of the provisions of the First Amendment that apply to public schools students. It discusses the censorship that schools can impose on students to prevent cyberbullying. That means that although students still have the right to express their opinions, their “rights are restricted to what is appropriate for the care and tutelage of children.” For example, if students “depict verbal or graphic violence, threatens or undermines members of the school community, or portends a violent disruption” then something can be done about it. Also, if a student attacks core characteristics, or uses profane or vulgar language then they can be censored. Interestingly to me, if students expression is a pedagogical concern--meaning doesn’t fit with educational norms, like grammatically incorrect, or unresearched, then that can be censored. Unsurprisingly, if student’s views are expressed as endorsed by the school, then they can be censored; like a school website or newspaper. Also, if a student does something off campus, it is not the school’s concern unless it is directly connected with the school. For instance, students get caught drinking underage in their school’s letterman--they can be reprimanded for that. Students can be censored if they aren’t meeting the “shared values of civilized social order,” like if a student is promoting drug use. The last rule discussed is threats. If there is a ‘true’ threat, then it must be taken seriously and students can be reprimanded for it.
This chapter is very interesting to me. I think this should be taught in education classes as well as discussed with students. I doubt that students are aware of these provisions and I think they should be. I don’t know how many times I have heard a student say that they have the freedom of speech when they were off on a rant or arguing with another student. I got them to stop, but it typically happened after a 5-10 minute conversation on respect--which was valuable, but not what I had in mind for an algebra class. I truly think that if there is an open dialogue with students about respect, cyber etiquette and bullying, and the law, that many of these issues would cease to exist. Don’t get me wrong, there is no way that all cyberbullying and unwanted online behavior will stop, but if students are educated, from the beginning, on why these things are not good choices and potentially dangerous, then they will listen.
Chapter 10 Reflection
Preventing Cyberbullying
This chapter extensively covers how to raise awareness for cyberbullying. It begins by explaining that it is a school’s responsibility to be aware of cyberbullying in its community, and to make steps against it. I completely agree that teachers need to be aware of cyberbullying and in the forefront of combating it. To me, it is a simple conversation that occurs throughout a school year, but it does need to be more explicit and directed than that to begin with. There must be clear guidelines and rules when students are accessing the internet and other technology, and as I discussed in my last blog, it must be a collaborative effort between administrators, teachers, students and parents. The chapter also discusses peer mentoring, which I also think is a great idea. I think students should collaborate on creating a PSA, or a short presentation describing what cyberbullying is, what not to do, and what to do if a student is bullied. I think having the students do research and create this to present to other students, maybe a younger grade, or even a whole school or small district would be awesome. Not only would these students be doing a service, but they would be educating themselves as well. Bullying in general is also combated by having a safe learning environment. Of course all bullying won’t stop if a school is safe, but creating a culture where students voices are heard and respected and students feel safe, is a good starting point to prevent bullying. Formal education about bullying and cyberbullying should occur. Also, firewalls and tracking software are good tools to use to deter misusing technology, although they are not foolproof.
A large section of this chapter discusses the parent involvement to prevent students from unwanted online behavior. From giving parents information on cyberbullying to tips on how to use the internet with your child. Hinduja and Patchin continually discuss how communication between parents and teachers, but more importantly parents and children is essential to fostering a good online identity for kids. They also discuss how important it is to have the conversation start earlier, since students will be on the computer not only in school, but they are often always connected with mobile devices. The authors reinforce the ‘basics’ of cyber safety like not revealing personal information, or communicating with people you don’t really know.
I definitely believe that netiquette needs to be addressed in schools. I think that with the internet being so readily available people forget that it is powerful and dangerous. Also, as smart as we know kids are, oftentimes they do things online that they wouldn’t do in person because it is ‘safer’ for their ego and they are able to hide behind a computer or screen name. My first year teaching Myspace.com was on it’s way down, but still fairly popular. I had a Myspace account that I rarely used, and one of my students contacted me on it for homework help. Everything was private, plus I didn’t put anything on it that was bad, but it freaked me out. I kept it though, because I used it to look up my students. To my surprise, most of them had everything open and very inappropriate things on it. I took that as a great opportunity to have some discussions with my students. In the years that I taught there, I hadn’t heard anything official come from the school about cyberbullying, or online etiquette. I’m hoping that happened in a computer class, but it should have happened more often. Teenagers don’t think beyond this moment, and that is why the internet is so scary. They don’t realize that posting pictures of them at a party could potentially be bad. They need to hear that multiple times, and they need to see where someone suffered consequences based on those things. Telling kids to do something is not nearly effective as showing them why they need to do something.
Chapter 9 Reflection
Policies, Procedures, and Contracts
Chapter 9 covers acceptable use policies (AUPs), bullying policies, permission slips, photo releases, and all other contracts that occur in schools. It discusses how contracts are legally binding, but also are amendable and should be look at consistently to change with the culture and society of a school. These policies need to be reviewed prior to use by not only administrators, but teachers and parents as well. At a certain age, I think students should also contribute to the review process. Prensky (2012) states that “school leaders need to identify all the foreseeable risks to students, teachers, and staff and take reasonable precautions to minimize those risks” when drafting policies. This is especially true for internet user policies. It is difficult to determine where a limit for student use of internet should be. It is a great resource, but there are many things that are inappropriate for students, or even just distractions from learning.
I wish that I was able to review some technology policies in my previous school. My school was very big, and honestly I don’t think I ever saw the policies. I know there was a rule about the use of cell phones, and I hope it said that it was up to the teacher--otherwise I’m sure I broke the rule. The other thing that I wish I had comment on was differentiated firewalls for students and teachers. I’m sure there is a way to allow certain machines to have full access to the internet, and others not, and I think that should be in effect in every school. I also think there should be a school wide discussion about internet filters in schools. I think there also has to be dialogue between students, parents, teachers, and administrators over the use of the internet and other technologies available at schools.
Chapter 9 covers acceptable use policies (AUPs), bullying policies, permission slips, photo releases, and all other contracts that occur in schools. It discusses how contracts are legally binding, but also are amendable and should be look at consistently to change with the culture and society of a school. These policies need to be reviewed prior to use by not only administrators, but teachers and parents as well. At a certain age, I think students should also contribute to the review process. Prensky (2012) states that “school leaders need to identify all the foreseeable risks to students, teachers, and staff and take reasonable precautions to minimize those risks” when drafting policies. This is especially true for internet user policies. It is difficult to determine where a limit for student use of internet should be. It is a great resource, but there are many things that are inappropriate for students, or even just distractions from learning.
I wish that I was able to review some technology policies in my previous school. My school was very big, and honestly I don’t think I ever saw the policies. I know there was a rule about the use of cell phones, and I hope it said that it was up to the teacher--otherwise I’m sure I broke the rule. The other thing that I wish I had comment on was differentiated firewalls for students and teachers. I’m sure there is a way to allow certain machines to have full access to the internet, and others not, and I think that should be in effect in every school. I also think there should be a school wide discussion about internet filters in schools. I think there also has to be dialogue between students, parents, teachers, and administrators over the use of the internet and other technologies available at schools.
Chapter 8 Reflection
Assessment in the Partnership Pedagogy
Chapter 8 Discusses assessment with a quick review knocking the usefulness of summative assessment and the effectiveness of formative assessment. Prensky talks about ipsative assessment which is where someone is competing against themselves, trying to beat a personal best. This occurs in schools, by mostly by teacher encouragement of “you can do better next time.” Peer assessment is discussed as being twofold where students prepare for a meaningful audience and students appreciate the work of their peers, and where their own work compares. Prensky also discusses real world assessments, where peer assessments are extended globally using the internet. Self assessment and assessing students with the tools that they commonly use are important as well. Teacher assessment could be more authentic if they were peer assessed, assessed by their students, and rate themselves, instead of just an administrator observing them. This chapter then continues to discuss how to assess how well a partnering classroom and school could be assessed.
This is not my favorite chapter that I’ve read, and I don’t mean to be a negative Nancy, but I’m not sure that one teacher can change the paradigm of a school. If a district, or just even one site of a district were on board to have partnering in their school then I would hope there would be a lot of meaningful professional development on it, and many opportunities to observe and mentor. Aside from that, I think that self-assessment and peer assessment are very valuable, but I think students need to be trained on them, and I honestly don’t know how many of my former students would take it seriously. If it was a school wide initiative, I think it could work, but in just one class, I’m not so sure. With proper training and reinforcement I think it could happen, but with focus in schools being standardized tests, I think it falls on the back burner all too often. Ideally standardized tests would cease to exist. That is never going to happen though. School funding as well as many things that I am sure I am unaware of, depend on schools meeting adequate yearly progress. As long as that is around, I fear that teachers in struggling schools will always be trying to get their students to pass the test. Also, I totally agree that parents play a huge part in the education of their children, but having parents follow a checklist for their students, at least in high school, would probably not occur.
Chapter 8 Discusses assessment with a quick review knocking the usefulness of summative assessment and the effectiveness of formative assessment. Prensky talks about ipsative assessment which is where someone is competing against themselves, trying to beat a personal best. This occurs in schools, by mostly by teacher encouragement of “you can do better next time.” Peer assessment is discussed as being twofold where students prepare for a meaningful audience and students appreciate the work of their peers, and where their own work compares. Prensky also discusses real world assessments, where peer assessments are extended globally using the internet. Self assessment and assessing students with the tools that they commonly use are important as well. Teacher assessment could be more authentic if they were peer assessed, assessed by their students, and rate themselves, instead of just an administrator observing them. This chapter then continues to discuss how to assess how well a partnering classroom and school could be assessed.
This is not my favorite chapter that I’ve read, and I don’t mean to be a negative Nancy, but I’m not sure that one teacher can change the paradigm of a school. If a district, or just even one site of a district were on board to have partnering in their school then I would hope there would be a lot of meaningful professional development on it, and many opportunities to observe and mentor. Aside from that, I think that self-assessment and peer assessment are very valuable, but I think students need to be trained on them, and I honestly don’t know how many of my former students would take it seriously. If it was a school wide initiative, I think it could work, but in just one class, I’m not so sure. With proper training and reinforcement I think it could happen, but with focus in schools being standardized tests, I think it falls on the back burner all too often. Ideally standardized tests would cease to exist. That is never going to happen though. School funding as well as many things that I am sure I am unaware of, depend on schools meeting adequate yearly progress. As long as that is around, I fear that teachers in struggling schools will always be trying to get their students to pass the test. Also, I totally agree that parents play a huge part in the education of their children, but having parents follow a checklist for their students, at least in high school, would probably not occur.
Saturday, February 2, 2013
Common Core State Standards
The
Common Core State Standards are a set of content standards for math and
English language arts and a set of Literacy standards for all other
subjects. So far, they have been adopted by 45 states, the Department
of Defense Education Activity, Washington D.C., and four territories.
They should be fully integrated into every classroom starting the
2014-2015 school year, and they will be tested that year. For Oklahoma,
they are part of the C3
Standards that are being rolled out now. In math, there is a shift for
rigor, coherence and focus. Meaning that students are covering less
information deeper, across grades, more accurately, and with meaning.
Students should know why they are solving a problem they way they are
and how it relates to the problem overall. There is also a big focus on
modeling in math. That means that students are solving real world
problems in context. Common Core says that they want to give students
problems worth solving.
In ELA there is a shift towards comprehension of texts and making claims and providing evidence from text. The content standards come from Common Core, but they are not prescriptive, telling teachers what to teach. Common Core says they want students reading texts worth reading. There is a shift in lexile levels, and most likely novels and books that teachers loved teaching, will shift down to lower grades. Non-fiction is a big push for Common Core because, realistically, when students get into college or a workplace, how often are they reading fiction? Rarely ever. The Core wants students to be prepared for college or a career, and non-fiction is part of that. That does not mean, however, that literature is taken away. Non-fiction should be integrated throughout an English classroom, but also in every other class.
The Literacy standards are new for every subject (other than math, but hey, they would be good in math too!). This is where non-fiction in each subject should be integrated. That means that science teachers should be reading articles about science, and art teacher about art, social studies classes should be reading documents and biographies. This extends to physical education and to agriculture as well. Any class being taught should incorporate these standards. Part of literacy is reading, but students must also be writing about these readings. That doesn’t mean essays, but writing like a historian, or an artist. Speaking and listening is part of literacy as well, so students should be doing those things and critiquing the speaking of each other.
In Oklahoma, students will be assessed in math and ELA (and literacy) by the PARCC assessment. This will be a two part assessment starting in the spring of 2015. These assessments will require students to test on a computer or tablet. The tests are will use Universal Design, which means when students are not being tested on reading comprehension, they will have the option of having the assessment read to them. Also, they will be able to manipulate the size of the font, and some words will be able to be defined. These assessments will also eliminate students who can guess their way out of an assessment. Justification and evidence will be required when taking the test, and partial credit will be given.
The thing that scares me about Common Core is that it is a big transition, and will be implemented very soon. I don’t think many teachers have started the change, and that will be detrimental to many students come 2015. Also, I expect a large drop in state scores because that is what happens when a huge shift comes along. I hope that people realize this will occur. It is going to be a shift for not only the students, but many teachers.
To find out more about common core there are many blogs and websites available. Corestandards.org, parcconline.org, ccsstoolbox.com are among the few that I visit regularly. You can also follow @parcc on twitter and subscribe to their newsletter. The K20 Center at the University of Oklahoma also does professional development on common core as well as many other things!
In ELA there is a shift towards comprehension of texts and making claims and providing evidence from text. The content standards come from Common Core, but they are not prescriptive, telling teachers what to teach. Common Core says they want students reading texts worth reading. There is a shift in lexile levels, and most likely novels and books that teachers loved teaching, will shift down to lower grades. Non-fiction is a big push for Common Core because, realistically, when students get into college or a workplace, how often are they reading fiction? Rarely ever. The Core wants students to be prepared for college or a career, and non-fiction is part of that. That does not mean, however, that literature is taken away. Non-fiction should be integrated throughout an English classroom, but also in every other class.
The Literacy standards are new for every subject (other than math, but hey, they would be good in math too!). This is where non-fiction in each subject should be integrated. That means that science teachers should be reading articles about science, and art teacher about art, social studies classes should be reading documents and biographies. This extends to physical education and to agriculture as well. Any class being taught should incorporate these standards. Part of literacy is reading, but students must also be writing about these readings. That doesn’t mean essays, but writing like a historian, or an artist. Speaking and listening is part of literacy as well, so students should be doing those things and critiquing the speaking of each other.
In Oklahoma, students will be assessed in math and ELA (and literacy) by the PARCC assessment. This will be a two part assessment starting in the spring of 2015. These assessments will require students to test on a computer or tablet. The tests are will use Universal Design, which means when students are not being tested on reading comprehension, they will have the option of having the assessment read to them. Also, they will be able to manipulate the size of the font, and some words will be able to be defined. These assessments will also eliminate students who can guess their way out of an assessment. Justification and evidence will be required when taking the test, and partial credit will be given.
The thing that scares me about Common Core is that it is a big transition, and will be implemented very soon. I don’t think many teachers have started the change, and that will be detrimental to many students come 2015. Also, I expect a large drop in state scores because that is what happens when a huge shift comes along. I hope that people realize this will occur. It is going to be a shift for not only the students, but many teachers.
To find out more about common core there are many blogs and websites available. Corestandards.org, parcconline.org, ccsstoolbox.com are among the few that I visit regularly. You can also follow @parcc on twitter and subscribe to their newsletter. The K20 Center at the University of Oklahoma also does professional development on common core as well as many other things!
Chapter 3 Reflection
Chapter 3 started off by discussing how to promote technology integration and the process of adopting innovation occurs. When adopting an innovation there are 5 groups of people. The innovators are the ones pushing the change and are about 2.5% of the population. The early adopters are 13.5% of the population, they are typically respected and leaders, and they try out the innovation cautiously. The early majority accept change, but are very careful about it. They are 34% of the group. The late majority is also 34%, they are more suspicious about innovation, but when they see other people using the innovation they are open to trying it out. The last group is the laggards. They are the last to join, the ones that are set in their ways, and 16% of the population. This chapter also discusses the Concerns-Based Adoption Model, which breaks the process of adoptions into questions that people would be asking at each level. Chapter three also discusses how professional development is an important factor in integrating technology into classrooms. Educators must have the equipment to use but also must be prepared and confident in using it in their classroom. That is where professional development and professional learning communities (PLCs) come in. Teachers should be collaborating on how these tools fit into their classrooms.
This happened to me first hand. I was given a bunch of technology and told to use it in my classroom. In that situation I would have said that I was an early adopter. I was gung-ho about getting my students using all the technology they could in my class. Using the internet, creating presentation, all of that. But that can only go so far in a math classroom. Eventually these kids were going to have to do math with a pencil and paper. I have no doubt that the computers could have been used for that too, but I had no one really showing me how. Plus, our firewalls stopped some really awesome websites that could have been used. When I had a teacher to collaborate with on utilizing technology in my classroom I used it a lot. We went back and forth discussing how students could show us, and others, their knowledge of the concept. She was only there for a year, and when she left I had no one to bounce around ideas with. My usage of the technology went down because I didn’t have support on how to integrate it.
Saturday, January 26, 2013
If I had to do my audio project right now I'd..
I would probably come up with some examples of how to incoporate the speaking and listening standards for the Common Core in all possible subjects. I would then challenge people to add their examples to my Wiki, and quiz them on their subject knowledge!
Friday, January 25, 2013
Chapter 7 Reflection
This chapter was titled “Why Use Web 2.0 Tools with ELLs?” It described various Web 2.0 tools that can be used in an ELL classroom to lower their affective filter, and make them more comfortable using their new language. As with any strategy I have seen on teaching ELLs, it is good for any student. The chapter describes basic language learning concepts like BICS (basic interpersonal communicative skills) which is social language, and CALPS (cognitive academic language proficiency) which is academic language skills. And describes how difficult it is for ELLs to come into a new situation and be asked to learn the common language as well as achieve academically with that language. The chapter goes on to discuss how using Web 2.0, or editable websites to the advantage of the ELL.
I have taken some classes on teaching ELLs, it was my minor in my undergrad, and it just proves to be good teaching strategies for anyone. Especially students who are very self conscience--which is basically every student. Giving students appropriate time to practice or rehearse what they will be saying gives the student more confidence in what they are doing than if they were asked to read an unknown text, for example. Plus there is a large part of using these tools that helps with motivation. Students are tired of sitting and listening. They’d rather be doing. That is the beauty of Web 2.0 tools. The kids are the ones creating the content. They are able to use wikis or Twitter feeds to express their thought at their own pace.
I have taken some classes on teaching ELLs, it was my minor in my undergrad, and it just proves to be good teaching strategies for anyone. Especially students who are very self conscience--which is basically every student. Giving students appropriate time to practice or rehearse what they will be saying gives the student more confidence in what they are doing than if they were asked to read an unknown text, for example. Plus there is a large part of using these tools that helps with motivation. Students are tired of sitting and listening. They’d rather be doing. That is the beauty of Web 2.0 tools. The kids are the ones creating the content. They are able to use wikis or Twitter feeds to express their thought at their own pace.
Chapter 5 Reflection
The first part of this chapter describes how connected students really are. Question that need to be addressed by educators, and really administrators and law makers, revolve around what does learning, literacy, and knowledge look like in the 21st century. The answers are concrete, but teachers need to provide ill defined problems and questions that are cookie cutter. Things are more complex now, and learning should reflect this. Also, time, technology, learning, or anything really, is not static. These things are ever changing, but it seems that schools and curriculum aren’t. This chapter also discusses what new media is. New media is technologies for the late 20th century. They mostly include mobile technologies.
This chapter speaks to me. I am familiar with many of these new technologies, and I am slightly obsessed with them. Not all of them--I think I’m starting to get old--but I feel fairly comfortable with a lot of mobile technology. I encourage use of these technologies in my class and in my work. I want to be as fluent with these technologies as possible because I feel that they are useful in many ways. Aside from productivity, they are entertaining and informative. I literally get my news from Facebook. I know what is going on in different parts of the world because all of my friends comment on them on Facebook. This is what is happening with our students as well. I don’t read news ‘papers.’ I read everything online. The fact that the book for this class was only available in paper through me for a loop. I’m by no means a total techie, but it is something I strive to be, just like many of today’s students.
Chapter 4 Reflection
The beginning of this chapter really discusses that teachers are typically not as tech savvy as their students, and that that is ok. The authors talk about how it is not expected or reasonable to assume that teachers must be masters in certain technologies before they are employed in a classroom. Students grew up with handheld, mobile, technology. They have never used a tape VHS, or cassette. They grew up with the internet and information being a click away. These students didn’t have to suffer through the half an hour it took to for dial up to connect us. They didn’t need to sit patiently when someone called and disconnected their instant messaging. Students are now so fluent with technology that they can teach us. This not only helps the teacher, but it really shows students that their knowledge is important and valued. The chapter also discusses how teachers should be using each other as resources in not only content, but in technology and teaching strategies as well. It goes on to talk about how technology can be used in a classroom, how students can post to message boards and have anonymous reviewers comment on their writing. This lowers the the affective filter of students being harshly graded by teachers, and shows them how internet community members read and critique their writing. The chapter goes on to mention that parent collaboration can occur with technology, and how videos are a quick way to show parents what students are doing, and receive feedback and communicate. I think the best part of this chapter discussed having students participate in authentic learning. Where students are tackling real world problems that are interesting and worth solving. No longer should students have questions posed to them about a person going to the store and buying 50 watermelons. Present students with problems that actually occur, like data plans for cell phones, or tire mark length relate to speed of a car. Also, students should be held to higher standards. Just because a student can fill out a worksheet, it doesn’t mean that they understand the concept or task. If we can engage students by using problems that are meaningful to them or the community, then they will be more interested in learning it, and be willing to be held accountable for their learning.
This is exactly what I try to do in my job promoting authentic instruction in schools. I do understand that it is a challenge, especially when teachers have been teaching the same content for so many years. When lesson plans that were made ten years ago are still being used today it frightens me. Although the core concepts might be the same, the students are different and so are their interest and knowledge base, and it is not fair to the student to give them outdated work. One example that I remember from a textbook I used a few years ago talked about text message cost. For example, a text messaging plan cost $10 a month plus five cents for every text. I discussed that question to my students, and they all were so confused. Text messages are unlimited now, and they send about 300 a day! I adjusted my instruction and situation based on that, but I did mention it to them so they knew what life was like back in my day! If lessons aren’t authentic--if they make no connection to the real word or interest of students, then most kids will check out almost immediately. I might even, too.
This is exactly what I try to do in my job promoting authentic instruction in schools. I do understand that it is a challenge, especially when teachers have been teaching the same content for so many years. When lesson plans that were made ten years ago are still being used today it frightens me. Although the core concepts might be the same, the students are different and so are their interest and knowledge base, and it is not fair to the student to give them outdated work. One example that I remember from a textbook I used a few years ago talked about text message cost. For example, a text messaging plan cost $10 a month plus five cents for every text. I discussed that question to my students, and they all were so confused. Text messages are unlimited now, and they send about 300 a day! I adjusted my instruction and situation based on that, but I did mention it to them so they knew what life was like back in my day! If lessons aren’t authentic--if they make no connection to the real word or interest of students, then most kids will check out almost immediately. I might even, too.
Chapter 2 Reflection
Chapter two discusses that there is a real need for change in not only the interaction between students and teachers, but school itself. The design of high schools has been the way it is since before any of us have been alive. There has been so much change in the world, and yet schools are still the same as they are when I was in school and my parents, too. Heck, even my grandparents. I am so much different then my grandparents, and my students are so much different than my parents. Technology has had so many advances, that it is crazy to think that they way my parents were taught Algebra is basically the same way I taught my students last year, aside from calculators. The chapter describes that we are not meeting the needs of our students in the public system. That is why so many charter and magnet schools have developed. Schools must offer more choice when it comes to what is being taught and how it is being taught. School design must also change. There is constant change occurring, and schools are stagnant. Schools are built to last--which is understandable, but when instruction is ever changing, who knows what shape schools will need to be in the next 10 years. If classrooms were more malleable then different types of instruction could occur. I foresee the first transition to this is movable furniture at least.
In my classroom I received a 21st century classroom grant. The majority of this grant provided technology, but I also got new classroom furniture. I had tables and chairs with wheels. That was awesome because when students were grouping or moving, then they were comfortable. They weren’t dragging self contained desks across the room. They weren’t awkwardly sitting with uneven surfaces to write on. That small change made collaboration easier and more comfortable. That’s what schools need, and students want. This chapter also discusses that change is always met by resistance. People get comfortable where they are, and they don’t want to do a drastic change because there is so much that is unknown. A favorite response of mine when I go out to talk to teachers about change is, “I did it this way, and look at me. I’m successful!” And I agree to a point. If it ain’t broke, don’t fix it. But I, and many others will argue that it is broken. Students aren’t the same as they once were. I am different that my colleagues, and I do things differently. It doesn’t make either one of us right, but It shows that there is gap in age as well as how things are done. I am far from an ideal teacher, but as research, and this chapter, says, I am newer to the profession so I am not as set in my ways. I believe that students need to speak more and interact more. I know they can research and come to conclusions with little help from me. I am also scared about the transition though. There are so many variables that must be taken into consideration when it comes to this transition, and all the weight feels like it falls on the teachers. People need to get on board and be on the same page before a huge transition can occur, and that is the current struggle.
Chapter 1 Reflection
Chapter one discusses partnering which is basically describing a student centered classroom where teachers are facilitators and partners in learning as opposed to the old view of the one and only source of knowledge. This chapter describes how there is a huge gap in how classes are run and organized that not only bores students, but stifles their opinions and ignores their preexisting knowledge. Students enjoy group work, discussions, sharing their ideas, and hearing the ideas of their classmates. Children are in an instant information age. If they want to know something, they take out their phone and Google it. They “operate faster than any generation that has come before. (Schrum, 2012).” With this plethora of knowledge at their fingertips, they can go farther and deeper than any other generation. These students will be doing jobs that are even created yet, but we are still teaching them like we are preparing them for a factory job. Teachers should not just be helping students understand the concept or idea being taught (because honestly, it’s an internet search away), but we should be teaching them how to self-monitor, self-assess and self-correct. I’m not saying that learning concepts in schools aren’t important, but we must also be teaching students ways to be lifelong learners.
When I read this chapter all I could think about was how this is authentic teaching. At the K20 Center we focus a lot on authenticity and what that means. Many of the things we focus on Dewey and Newman based, which is what this book also refers to. The book also describes mutual respect, which is what I believe is the cornerstone of teaching. If you respect students, their opinions, their knowledge, and where they are coming from then I think you’ve won half the battle. If students know that they are valued, then there is a lot better chance that they will participate and be generally ‘good.’ At the K20 Center the principles of authenticity that we use are construction of knowledge, disciplined inquiry, value beyond school, and implicit view of the student. Construction of knowledge is exactly what this book refers to, where students are building on their existing knowledge, using their higher order thinking skills to move up Bloom’s. Disciplined inquiry means that students are exploring and asking their own questions, not being lectured at and informed. Value beyond school is just that. Proving that what they are working on isn’t busy work and has a value. Implicit view of the student means that these children are individuals and they have autonomy. They have ownership of the learning environment, they aren’t being forced to learn one certain way. And they have ownership of their learning. They aren’t reading a text book and answering the questions at the end of the chapter. Students are talking and discussing and are able to do so without being reprimanded.
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