Take this opportunity to summarize what
you consider are the key ideas in Chapters 1-4 (see above) and how they
could be applied to your classroom, school, or district. (And remember,
HH Jacobs' ideas about small steps! You don't have to change the system
all at once.)
I think some of the key ideas in the first four chapters of the Curriculum readings occur in the first chapter. I touched on some of this in my previous blog post. Heidi Jacobs makes a point to bring attention to the fact that students learning isn't up to the current times. We are in the 21-century, and she says that some of the practices today were used in the 19th-century. That's not where we want to be. She points out that schooling should be changed as well, because being so far behind in learning puts our students at a disadvantage. Schooling for young children was often business based. It wasn't built for young children at all. Jacobs says that "New essential curriculum will need revision--actual replacements of dated content, skills, and assessments with more timely choices." I believe these are some of her ideas of small steps towards helping the curriculum.
She talks about different ways of "updating," the curriculum. One small step she suggested was updating the resources you have in the classroom. For example, we are now using computers instead of typewriters. A smart and simple way of figuring out how to use these resources is to start with the teachers. She states, "Rather than introducing the wonders and possibilities of hardware and software, it might be more effective if we started with what teachers are familiar with..." We want these new resources for education, but we first must make sure that educators know how to use them.
These are the couple of things that really stood out to me in the first few chapters. As we discussed this over the semester, we all seem to acknowledge that we need to update the curriculum. The problem for me is that I'm not sure how to do it easily. It will take a lot of work. It's not only the students who need to put in the work, but now it's the teachers who need to be taught how to use these resources.
Monday, August 5, 2013
Course Highlights
Please review your blog posts from this semester and comment on the
"highlights" in terms of your learning about curriculum. And a couple of
other pieces...will you
continue your blog past this course, he asks hopefully? How might you
turn your blog into a PD experience for yourself or others in your
school or beyond?
It's been seven short and long weeks at the same time. There's been a lot of work, and trying to figure out some highlights of my blog posts aren't easy. The biggest part of what we've done this semester involves technology. We also learned a lot about different schools. Schools that I was quite impressed with.
First I'll talk about how we change curriculum so that students are learning and teachers are teaching materials that are current....the Edutopia website had many suggestions:
The website also states three fundamental skills in how to find 21st-century skills. Two of the three of these skills are skills I have suggested before I read this website. I've heard of some of these ideas through meetings at the school district I work for. The three skills are:
1. How to find information.
2. How to access the quality of information.
3. How to creatively and effectively use information to accomplish a goal.
Both teachers and students need to have the tools in order to effectively use this new technology we are being thrown into. Technology is taking over the classroom. We now need to teach students and faculty how to use it so that it will benefit education.
I've had courses before this one that have talked about the same ways of teaching for 21st-century skills. We talked about how learning isn't 21st-century learning and that students aren't getting the best education for this period of time.
The other highlight I have from this course was reading about the "The Myth of Charter Schools." That article was amazing. It shows you just how much one person can twist the views of others. I was completely indulged in what Guggenheim was saying. He made it seem as though Charter Schools offer a better education than public schools. Sure you pay more money, but he says it's worth the "better" education.
I quickly realized how ignorant his points were. There were facts that discredited all of his points. The CREDO study shows that student progress on math tests in half the nations 5,000 charter schools is only 17% superior to public schools, 37% worse than than public schools, and 46% had no academic gains compared to public schools. The point is that there are excellent schools for both charter schools and public schools. Guggenheim seems to believe that teachers can overcome all of students educational problems if they're good enough. In fact, the study in the article showed that teachers aren't even the most important factor in determining a students achievement. Hanushek's study showed that teacher quality accounts for about 7.5%-10% of student test score gains.
The last part of the article I really enjoyed also showed how Guggenheim thought:
Guggenheim ignored other clues that might have gotten in the way of a good story. While blasting the teachers’ unions, he points to Finland as a nation whose educational system the US should emulate, not bothering to explain that it has a completely unionized teaching force. His documentary showers praise on testing and accountability, yet he does not acknowledge that Finland seldom tests its students. Any Finnish educator will say that Finland improved its public education system not by privatizing its schools or constantly testing its students, but by investing in the preparation, support, and retention of excellent teachers.
These were my highlights of the semester. I've read and studied a lot about technology in the classroom, so I'm used to seeing those types of things. I'm currently in a school that using technology as its main resource. These are the two things that really stuck out to me.
I don't know if I'll blog beyond this class simply because I have an extremely busy schedule. I also have classes starting up in a couple more weeks. I'd like to enjoy some time off! I've created portfolios on here before for other courses, however that have been used for education purposes. I guess we'll have to wait and see.
It's been seven short and long weeks at the same time. There's been a lot of work, and trying to figure out some highlights of my blog posts aren't easy. The biggest part of what we've done this semester involves technology. We also learned a lot about different schools. Schools that I was quite impressed with.
First I'll talk about how we change curriculum so that students are learning and teachers are teaching materials that are current....the Edutopia website had many suggestions:
The website also states three fundamental skills in how to find 21st-century skills. Two of the three of these skills are skills I have suggested before I read this website. I've heard of some of these ideas through meetings at the school district I work for. The three skills are:
1. How to find information.
2. How to access the quality of information.
3. How to creatively and effectively use information to accomplish a goal.
Both teachers and students need to have the tools in order to effectively use this new technology we are being thrown into. Technology is taking over the classroom. We now need to teach students and faculty how to use it so that it will benefit education.
I've had courses before this one that have talked about the same ways of teaching for 21st-century skills. We talked about how learning isn't 21st-century learning and that students aren't getting the best education for this period of time.
The other highlight I have from this course was reading about the "The Myth of Charter Schools." That article was amazing. It shows you just how much one person can twist the views of others. I was completely indulged in what Guggenheim was saying. He made it seem as though Charter Schools offer a better education than public schools. Sure you pay more money, but he says it's worth the "better" education.
I quickly realized how ignorant his points were. There were facts that discredited all of his points. The CREDO study shows that student progress on math tests in half the nations 5,000 charter schools is only 17% superior to public schools, 37% worse than than public schools, and 46% had no academic gains compared to public schools. The point is that there are excellent schools for both charter schools and public schools. Guggenheim seems to believe that teachers can overcome all of students educational problems if they're good enough. In fact, the study in the article showed that teachers aren't even the most important factor in determining a students achievement. Hanushek's study showed that teacher quality accounts for about 7.5%-10% of student test score gains.
The last part of the article I really enjoyed also showed how Guggenheim thought:
Guggenheim ignored other clues that might have gotten in the way of a good story. While blasting the teachers’ unions, he points to Finland as a nation whose educational system the US should emulate, not bothering to explain that it has a completely unionized teaching force. His documentary showers praise on testing and accountability, yet he does not acknowledge that Finland seldom tests its students. Any Finnish educator will say that Finland improved its public education system not by privatizing its schools or constantly testing its students, but by investing in the preparation, support, and retention of excellent teachers.
These were my highlights of the semester. I've read and studied a lot about technology in the classroom, so I'm used to seeing those types of things. I'm currently in a school that using technology as its main resource. These are the two things that really stuck out to me.
I don't know if I'll blog beyond this class simply because I have an extremely busy schedule. I also have classes starting up in a couple more weeks. I'd like to enjoy some time off! I've created portfolios on here before for other courses, however that have been used for education purposes. I guess we'll have to wait and see.
Saturday, July 27, 2013
Common Core
I read the article, “Eight Problems with Common Core Standards.” It wasn’t extremely long, but I was able to get some good information from it. The “core” is a responsibility for teachers to teach subjects such as math, science, language arts, and social studies. These could divided up are called the “core.”
The problems within this “core” vary. The first problem I notice is where the article points out that standards shouldn’t be attached to school subjects, but to the qualities of mind it’s hoped the study of school subject it promotes. I don’t believe that all standards should be the same. Not everyone learns at the same level. Just because one school may have certain standards, it doesn’t mean another school does.
Another problem is that the Common Core Standards are a set-up for national standardized tests, tests that can’t evaluate complex thought, can’t avoid cultural bias, can’t measure non-verbal learning, and can’t predict anything of consequence. I pointed some of these things out in my week 5 assignment. This is the problem with standardized tests. There are too many flaws, and they can become very misleading.
Probably my biggest problem with the “core’ is that America tests every kid – the mentally disabled, the sick, the hungry, the homeless, the transient, the troubled, and those for whom English is a second language. This would normally not bother me, but they lump those scores together with students who have no disabilities. I don’t think it’s an accurate test if some students aren’t on the same educational level as others. You might as well give someone in first grade a test made for eighth graders. That’s what you’re dealing with sometimes when you test students with mental disabilities.
The problems within this “core” vary. The first problem I notice is where the article points out that standards shouldn’t be attached to school subjects, but to the qualities of mind it’s hoped the study of school subject it promotes. I don’t believe that all standards should be the same. Not everyone learns at the same level. Just because one school may have certain standards, it doesn’t mean another school does.
Another problem is that the Common Core Standards are a set-up for national standardized tests, tests that can’t evaluate complex thought, can’t avoid cultural bias, can’t measure non-verbal learning, and can’t predict anything of consequence. I pointed some of these things out in my week 5 assignment. This is the problem with standardized tests. There are too many flaws, and they can become very misleading.
Probably my biggest problem with the “core’ is that America tests every kid – the mentally disabled, the sick, the hungry, the homeless, the transient, the troubled, and those for whom English is a second language. This would normally not bother me, but they lump those scores together with students who have no disabilities. I don’t think it’s an accurate test if some students aren’t on the same educational level as others. You might as well give someone in first grade a test made for eighth graders. That’s what you’re dealing with sometimes when you test students with mental disabilities.
Thursday, July 25, 2013
Persistent Issues in Curriculum
When thinking of this assignment, I knew I wanted to use a different format, other than just writing a paper. I also knew I wanted to point out my view on standardized testing. I don't believe that standardized testing is a way of showing someone's true knowledge. There are more than a few reasons why. I decided to create a PowerPoint presentation to show all of the research done on standardized testing,
The reason this is such a big interest to me is because I'm someone who has a severe problem with test anxiety. Throughout my Undergraduate studies I was forced to take all of my tests through a special program on campus. I also was awarded longer testing periods when I was in high school. Without certain accommodations, I would have certainly scored lower. So when it came time to take my Maine Education Assessment (MEA) and Maine High School Assessment (MHSA), I was not surprised to see that I hadn't performed well. I wasn't given any special accommodations for tests like these. My point is that you can't base these experiences on where someone will be in the future. This is exactly what happens, though. The SAT's for example are a test that determines what kind of college you'll be accepted to. I don't think it's right or accurate.
In my presentation I also listed many other reasons of why standardized testing shouldn't be used as an indicator of a student's knowledge. Other reasons besides anxiety are fear of failure, poor test-taking, lack of test sophistication (test-wellness), lack of automaticity, and test bias. There are also pros and cons to standardized testing that I put within my presentation. I also showed how others have in some way or another "solved" the problem of this type of testing. There are two types of assessments and they are portfolio-based assessments and performance exams. Lastly, I gave reasons and ways of which I believe we could help resolve the problem of using tests as an indicator to student's knowledge. It was a very informative project to say the least.
The reason this is such a big interest to me is because I'm someone who has a severe problem with test anxiety. Throughout my Undergraduate studies I was forced to take all of my tests through a special program on campus. I also was awarded longer testing periods when I was in high school. Without certain accommodations, I would have certainly scored lower. So when it came time to take my Maine Education Assessment (MEA) and Maine High School Assessment (MHSA), I was not surprised to see that I hadn't performed well. I wasn't given any special accommodations for tests like these. My point is that you can't base these experiences on where someone will be in the future. This is exactly what happens, though. The SAT's for example are a test that determines what kind of college you'll be accepted to. I don't think it's right or accurate.
In my presentation I also listed many other reasons of why standardized testing shouldn't be used as an indicator of a student's knowledge. Other reasons besides anxiety are fear of failure, poor test-taking, lack of test sophistication (test-wellness), lack of automaticity, and test bias. There are also pros and cons to standardized testing that I put within my presentation. I also showed how others have in some way or another "solved" the problem of this type of testing. There are two types of assessments and they are portfolio-based assessments and performance exams. Lastly, I gave reasons and ways of which I believe we could help resolve the problem of using tests as an indicator to student's knowledge. It was a very informative project to say the least.
Friday, July 19, 2013
"The Myth of Charter Schools"
Alright, I did so much note taking as I read this article. I know I can just print it off and read it as I go, but I really wanted to remember and take in what I was reading. Let me just say, Davis Guggenheim has quite the interesting view on education and why it fails. I don't know if I've read an article that blames everything on teachers and schools because of a students performance. I think it's absurd, but I'm sure there are some people who share the same view.
Guggenheim's documentaries sent the message that America is a failed enterprise when it comes to education. His logic is that student's test scores are low because of bad teachers, and that kids drop out of school because they school they are in has failed them, and that they could accomplish anything if they were saved from the bad teachers who are causing them to fail.
His point was that these charter schools offered a better education because they were able to provide more money for better teachers. It sounds really ignorant to me. He thinks that if there are better teachers then students will take their studies more seriously, because if students aren't serious about their studies as peers in other countries, then the school must be to blame.
The best part about this article was using actual facts to disprove what he thinks is right. The CREDO study shows that student progress on math tests in half the nations 5,000 charter schools is only 17% superior to public schools, 37% worse than than public schools, and 46% had no academic gains compared to public schools. The point is that there are excellent schools for both charter schools and public schools. Guggenheim seems to believe that teachers can overcome all of students educational problems if they're good enough. In fact, the study in the article showed that teachers aren't even the most important factor in determining a students achievement. Hanushek's study showed that teacher quality accounts for about 7.5%-10% of student test score gains.
I also had to post this part of the article that shows what kind of hypocrite Guggenheim seems to be:
Guggenheim ignored other clues that might have gotten in the way of a good story. While blasting the teachers’ unions, he points to Finland as a nation whose educational system the US should emulate, not bothering to explain that it has a completely unionized teaching force. His documentary showers praise on testing and accountability, yet he does not acknowledge that Finland seldom tests its students. Any Finnish educator will say that Finland improved its public education system not by privatizing its schools or constantly testing its students, but by investing in the preparation, support, and retention of excellent teachers.
Awesome, right?
Guggenheim's documentaries sent the message that America is a failed enterprise when it comes to education. His logic is that student's test scores are low because of bad teachers, and that kids drop out of school because they school they are in has failed them, and that they could accomplish anything if they were saved from the bad teachers who are causing them to fail.
His point was that these charter schools offered a better education because they were able to provide more money for better teachers. It sounds really ignorant to me. He thinks that if there are better teachers then students will take their studies more seriously, because if students aren't serious about their studies as peers in other countries, then the school must be to blame.
The best part about this article was using actual facts to disprove what he thinks is right. The CREDO study shows that student progress on math tests in half the nations 5,000 charter schools is only 17% superior to public schools, 37% worse than than public schools, and 46% had no academic gains compared to public schools. The point is that there are excellent schools for both charter schools and public schools. Guggenheim seems to believe that teachers can overcome all of students educational problems if they're good enough. In fact, the study in the article showed that teachers aren't even the most important factor in determining a students achievement. Hanushek's study showed that teacher quality accounts for about 7.5%-10% of student test score gains.
I also had to post this part of the article that shows what kind of hypocrite Guggenheim seems to be:
Guggenheim ignored other clues that might have gotten in the way of a good story. While blasting the teachers’ unions, he points to Finland as a nation whose educational system the US should emulate, not bothering to explain that it has a completely unionized teaching force. His documentary showers praise on testing and accountability, yet he does not acknowledge that Finland seldom tests its students. Any Finnish educator will say that Finland improved its public education system not by privatizing its schools or constantly testing its students, but by investing in the preparation, support, and retention of excellent teachers.
Awesome, right?
The 5 Global Trends
Ok so reading the Curriculum chapters isn't always the most interesting for me, I must admit. I decided to blog about chapter 6. The reason for this is because it talks about the how students aren't learning the way they should when it comes to other countries and cultures. United States students aren't aware of other world cultures, international issues, and foreign languages. The chapter states that, although the U.S. led for high school attendance and graduation for much of the 20th Century, other countries are catching up and even starting to surpass the U.S. in attendance and graduation rates.
I decided to talk about the five global trends in this chapter. They are the following:
Economic Trends: The economics of China, India, and Japan represent 18% of the worlds gross domestic product in 2004, and is expected to represent 50% in the next 30 years. It's not surprising to me that these countries represent such a high number of product. It's a huge area. There's more money to be made from these larger areas simply because there are more people. Not to mention that each one of these areas hold a high standard of education for their students to become successful later in life. It's no surprise that a majority of U.S. companies will be in overseas markets.
Science and Technology Trends: Scientific research is increasingly being conducted by international teams, which gives the ability to collaborate with people in different time zones, across languages and across cultures, at a professional level. This is a perfect example of what we use in this class. All of us are taking the same class, but not all of us are in the same state, let alone the same time zone. We still find ways to communicate, because we have technology. A lot of professional interaction is now done through technology.
Demographic Trends: The U.S. is increasingly involved with interaction with individuals from different backgrounds and cultures. The Asian population is projected to grow 213% from 2000 to 2050. WOW is all I have to say to that. The Asian population is already so big, and I can't imagine it growing at such a rapid rate in such little time.
Security and Citizenship Trends: "The effects of poverty, injustice, and lack of education elsewhere spill across borders. What we do affects others, and the actions of others affect us. The only way to solve today’s challenges will be through international cooperation among governments and organizations of all kinds. More than ever, our security is intertwined with our understanding of other cultures. And as the line between domestic and international issues increasingly blurs, U.S. citizens will increasingly be called upon to vote and to act on issues— such as alternative energy sources or security measures linked to terrorism— that require greater understanding of the 95 percent of the world’s population who live outside our borders." This statement is incredibly true. I agree with the fact that we need to work with other governments and organizations. The quote is cited below.
Jacobs, Heidi Hayes. Curriculum 21 : Essential Education for a Changing World.
Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2010. p 100.
http://site.ebrary.com/lib/maine/Doc?id=10379928&ppg=111
Copyright © 2010. Association for Supervision & Curriculum Development (ASCD). All rights reserved.
Educational Trends: The U.S. was the first country to pursue and achieve mass secondary education and mass higher education. In the past 20 years, other countries have started to catch up and even pass the U.S. U.S. high school students fall behind in knowledge of other countries and colleges. This part was kind of shocking for me: Only 50% of high school students study a foreign language. When I was in school we were required to take two years minimum of a foreign language. This goes along with my week four paper as well. I compared the U.S. and China's educational systems...and well, you'll be able to read about that this week :)
I decided to talk about the five global trends in this chapter. They are the following:
Economic Trends: The economics of China, India, and Japan represent 18% of the worlds gross domestic product in 2004, and is expected to represent 50% in the next 30 years. It's not surprising to me that these countries represent such a high number of product. It's a huge area. There's more money to be made from these larger areas simply because there are more people. Not to mention that each one of these areas hold a high standard of education for their students to become successful later in life. It's no surprise that a majority of U.S. companies will be in overseas markets.
Science and Technology Trends: Scientific research is increasingly being conducted by international teams, which gives the ability to collaborate with people in different time zones, across languages and across cultures, at a professional level. This is a perfect example of what we use in this class. All of us are taking the same class, but not all of us are in the same state, let alone the same time zone. We still find ways to communicate, because we have technology. A lot of professional interaction is now done through technology.
Demographic Trends: The U.S. is increasingly involved with interaction with individuals from different backgrounds and cultures. The Asian population is projected to grow 213% from 2000 to 2050. WOW is all I have to say to that. The Asian population is already so big, and I can't imagine it growing at such a rapid rate in such little time.
Security and Citizenship Trends: "The effects of poverty, injustice, and lack of education elsewhere spill across borders. What we do affects others, and the actions of others affect us. The only way to solve today’s challenges will be through international cooperation among governments and organizations of all kinds. More than ever, our security is intertwined with our understanding of other cultures. And as the line between domestic and international issues increasingly blurs, U.S. citizens will increasingly be called upon to vote and to act on issues— such as alternative energy sources or security measures linked to terrorism— that require greater understanding of the 95 percent of the world’s population who live outside our borders." This statement is incredibly true. I agree with the fact that we need to work with other governments and organizations. The quote is cited below.
Jacobs, Heidi Hayes. Curriculum 21 : Essential Education for a Changing World.
Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2010. p 100.
http://site.ebrary.com/lib/maine/Doc?id=10379928&ppg=111
Copyright © 2010. Association for Supervision & Curriculum Development (ASCD). All rights reserved.
Educational Trends: The U.S. was the first country to pursue and achieve mass secondary education and mass higher education. In the past 20 years, other countries have started to catch up and even pass the U.S. U.S. high school students fall behind in knowledge of other countries and colleges. This part was kind of shocking for me: Only 50% of high school students study a foreign language. When I was in school we were required to take two years minimum of a foreign language. This goes along with my week four paper as well. I compared the U.S. and China's educational systems...and well, you'll be able to read about that this week :)
Saturday, July 13, 2013
Edutopia!
So my free reading was over the Edutopia website reading. I was so impressed when I was reading the information about what they strive to do for students and schools. In particular, the site is talking about the changes that The George Lucas Educational Foundation is trying to make. I loved that the vision of the Foundation is to have, "students and parents, teachers and administrators, policy makers and the people they serve are all empowered to change education for the better; a place where schools provide rigorous project-based learning, social-emotional learning, and access to new technology." The list of things goes on and on. Most importantly is how the Foundation wants students to become lifelong learners and develop 21st-century skills. This is the biggest part of education we have been talking about since this course started. How do we change curriculum so that students are learning and teachers are teaching materials that are current?
The website also states three fundamental skills in how to find 21st-century skills. Two of the three of these skills are skills I have suggested before I read this website. I've heard of some of these ideas through meetings at the school district I work for. The three skills are:
1. How to find information.
2. How to access the quality of information.
3. How to creatively and effectively use information to accomplish a goal.
Both teachers and students need to have the tools in order to effectively use this new technology we are being thrown into. Technology is taking over the classroom. We now need to teach students and faculty how to use it so that it will benefit education.
There's no doubt that children are ALWAYS the future. Each generation knows this. I work in school district that has been cutting jobs, because there is not enough funding. We are now using Ed. Tech's to do a certified teachers job. This allows the school to save money by not paying the Ed Tech's a salary, but rather by the hour. Everything we do is through technology. I truly believe that one day all schooling will be done from home. It's a scary thought, but it's already starting in college. We can now get entire degrees online. This Foundation sounds like it will definitely benefit students. It sounds like a lot of other ideas I've heard through this class and through what I'm learning at RSU #34.
The website also states three fundamental skills in how to find 21st-century skills. Two of the three of these skills are skills I have suggested before I read this website. I've heard of some of these ideas through meetings at the school district I work for. The three skills are:
1. How to find information.
2. How to access the quality of information.
3. How to creatively and effectively use information to accomplish a goal.
Both teachers and students need to have the tools in order to effectively use this new technology we are being thrown into. Technology is taking over the classroom. We now need to teach students and faculty how to use it so that it will benefit education.
There's no doubt that children are ALWAYS the future. Each generation knows this. I work in school district that has been cutting jobs, because there is not enough funding. We are now using Ed. Tech's to do a certified teachers job. This allows the school to save money by not paying the Ed Tech's a salary, but rather by the hour. Everything we do is through technology. I truly believe that one day all schooling will be done from home. It's a scary thought, but it's already starting in college. We can now get entire degrees online. This Foundation sounds like it will definitely benefit students. It sounds like a lot of other ideas I've heard through this class and through what I'm learning at RSU #34.
Tuesday, July 9, 2013
Curriculum 21 Reading
So, I decided to do my first post of week #3 on the Curriculum reading. Chapter 10 really stuck out to me. I think it may be because of the statistics involved.
I guess I never realized how bad the education system is, and how students feel about it. The statistics I read about were disturbing. The statistic that stuck out to me was that as many as seventy percent of school-aged youth feel hopeless about the future and disempowerment in their daily lives. That's an extremely depressing statement. I also learned that most people in the United States may not be ready to go out in the world and work towards a sustainable future. This is because they don't have a shared understanding of knowledgable and habits that enable them to do so. The chapter also stated that there is a decline in graduation rate in the United States high schools. Urban minorities graduate percentage can get as low as 54.
The chapter got a lot more uplifting, though. The Cloud Institute Framework for Education for Sustainability looks upon the work of educators from around the world. The following are a group of schools that I was impressed with in the chapter:
Willow School - They are committed to combining academic excellence and the joy of learning and experiencing the wonder of the natural world.
*What I liked about the description of this school is that not only are they concerned with academic success, but that they are trying to create a way to make it interesting and fun for their students. I think it's very important to keep students attention long enough for them to enjoy what they are learning. A lot of students think teachers are boring, and thus, they aren't paying attention to what's being taught to them. I also loved the part about students experiencing the wonder of the natural world. It sounds as though this may also be a very peaceful school to attend.
Cambridge Montessori School - They are self-directed learning for life in a child-centered, international community valuing peace and respect for others.
*What stuck out about this school was how it says it is self-directed learning for life. It sounds as though they let the students learn lessons on their own? That's a guess, of course. It's also child-centered, so there again is a school that seems to be concerned with the results of their students. I think it's important that this school values peace and respect for others, because I think those very simple things are sometimes looked past by students. It's important to have respect for those around you, especially your educators.
St. Paul's Episcopal School (Catholic) - Students are encouraged to strive to do their best, to be humane, and to appreciate the beauty of life.
*"Students are encouraged to strive to do their best," sounds like they may try to help guide the students in the right direction. And once again, I really like that there is an emphasis on being a good person, and to appreciate where you come from and who you are. There's so much more to education than the courses you take. Educators don't just guide you in the way of education, but they are an influence on how students act and react.
I guess I never realized how bad the education system is, and how students feel about it. The statistics I read about were disturbing. The statistic that stuck out to me was that as many as seventy percent of school-aged youth feel hopeless about the future and disempowerment in their daily lives. That's an extremely depressing statement. I also learned that most people in the United States may not be ready to go out in the world and work towards a sustainable future. This is because they don't have a shared understanding of knowledgable and habits that enable them to do so. The chapter also stated that there is a decline in graduation rate in the United States high schools. Urban minorities graduate percentage can get as low as 54.
The chapter got a lot more uplifting, though. The Cloud Institute Framework for Education for Sustainability looks upon the work of educators from around the world. The following are a group of schools that I was impressed with in the chapter:
Willow School - They are committed to combining academic excellence and the joy of learning and experiencing the wonder of the natural world.
*What I liked about the description of this school is that not only are they concerned with academic success, but that they are trying to create a way to make it interesting and fun for their students. I think it's very important to keep students attention long enough for them to enjoy what they are learning. A lot of students think teachers are boring, and thus, they aren't paying attention to what's being taught to them. I also loved the part about students experiencing the wonder of the natural world. It sounds as though this may also be a very peaceful school to attend.
Cambridge Montessori School - They are self-directed learning for life in a child-centered, international community valuing peace and respect for others.
*What stuck out about this school was how it says it is self-directed learning for life. It sounds as though they let the students learn lessons on their own? That's a guess, of course. It's also child-centered, so there again is a school that seems to be concerned with the results of their students. I think it's important that this school values peace and respect for others, because I think those very simple things are sometimes looked past by students. It's important to have respect for those around you, especially your educators.
St. Paul's Episcopal School (Catholic) - Students are encouraged to strive to do their best, to be humane, and to appreciate the beauty of life.
*"Students are encouraged to strive to do their best," sounds like they may try to help guide the students in the right direction. And once again, I really like that there is an emphasis on being a good person, and to appreciate where you come from and who you are. There's so much more to education than the courses you take. Educators don't just guide you in the way of education, but they are an influence on how students act and react.
Friday, July 5, 2013
Curriculum 21 post #2
This is my second post this week for Curriculum 21. I'm mainly going to focus on chapter 12 because it's an important part of what we've been talking about. It's also a point that I've brought up in past discussion. We are in a day and age where technology is being integrated into our classrooms, and I think it's important to note that not every educator is aware of how to take advantage of these resources.
According to the text, in the 1980's, the mass production of computers made it possible to bring them into public school systems. This would be a massive breakthrough, but the problem lies in the fact that teachers weren't sure of how to use them to teach. Windows and Apple desktop operating systems made it easier however, for teachers to use.
Another huge breakthrough with technology in the school was the introduction of the LCD projector. Students were never able to see their work in front of the entire classroom before, and now with this new technology they could critique each others work. This was a positive change, because students were then aware of the quality of work they were turning in. Essentially, they wanted to turn in better work when they knew the entire classroom would be evaluating it. Chapter 12 explains that larger images on the projector are much more stimulating to student's eyes.
Technology is becoming a huge part of how we learn in the classroom. I saw it all last school year. Students are doing their wok on laptops instead of in notebooks. We give Keynote presentations instead of oral presentations with visual aids. I believe technology helps students learn things faster, which enables them to get more things done. As chapter 12 states, "Integrating technology into the classroom was going to allow me to make authentic connections with the students."
Curriculum 21 post #1
The material for Curriculum 21 reminds me of everything we do where I work. Although I work in the middle school, I have applied to a position at the high school. Chapter 4 was a really informative reading, because it talks a lot about how education hasn't really changed since the late 1800's. It also talks about what's happening in other states to try and change the current curriculum.
For the most part around the United States students spend the same amount of time in school throughout the year. As chapter 4 states, "A majority of schools run on the same length of school year and same daily schedule, with some grouping of students ans same faculty organization, in the same type of buildings since the 1890's." From what I understand, this is something that school systems are trying to change. It's not about how long you're in school each day or year, it has to do with what you're learning while you're there. I'm a firm believer that students can get learning at their full potential from only a couple of hours of schooling a day. The reason I feel this way is because when I'm working, there are unnecessary periods of time where we are doing things that aren't helping the educational process. There are activities like recess and break times in the day that are just waste of time. Cut those things out, and have shorter school days. It doesn't make much sense to me.
Another problem for students in high school is students who drop out of school. Students don't have the right direction in school and often feel overwhelmed by deadlines. I remember being in high school and always worrying about getting my work done before it was due during my senior year. The school was so strict and threatened to not let you graduate on time if you didn't have all of your projects done. Chapter 4 touched on this when I read, "many students drop out because they can't make a particular deadline before graduation." This is a serious problem because at the time students may not realize how serious not graduating is. By the time they understand the decision they made, it's too late in their mind to go back.
Something in the reading that sounded cool was the MetCenter. This is a place that has six small public high schools in Rhode Island. They don't use bells or block periods and part of their work is through internships and projects. I think this sounds like a better option than the current schedule in the school system I work in. Maybe someday we'll changes similar to these.
For the most part around the United States students spend the same amount of time in school throughout the year. As chapter 4 states, "A majority of schools run on the same length of school year and same daily schedule, with some grouping of students ans same faculty organization, in the same type of buildings since the 1890's." From what I understand, this is something that school systems are trying to change. It's not about how long you're in school each day or year, it has to do with what you're learning while you're there. I'm a firm believer that students can get learning at their full potential from only a couple of hours of schooling a day. The reason I feel this way is because when I'm working, there are unnecessary periods of time where we are doing things that aren't helping the educational process. There are activities like recess and break times in the day that are just waste of time. Cut those things out, and have shorter school days. It doesn't make much sense to me.
Another problem for students in high school is students who drop out of school. Students don't have the right direction in school and often feel overwhelmed by deadlines. I remember being in high school and always worrying about getting my work done before it was due during my senior year. The school was so strict and threatened to not let you graduate on time if you didn't have all of your projects done. Chapter 4 touched on this when I read, "many students drop out because they can't make a particular deadline before graduation." This is a serious problem because at the time students may not realize how serious not graduating is. By the time they understand the decision they made, it's too late in their mind to go back.
Something in the reading that sounded cool was the MetCenter. This is a place that has six small public high schools in Rhode Island. They don't use bells or block periods and part of their work is through internships and projects. I think this sounds like a better option than the current schedule in the school system I work in. Maybe someday we'll changes similar to these.
Sunday, June 30, 2013
How Do We Change Our Way Of Teaching?
After this week and reading all of work I can't help but wonder what we could do change our way of teaching to become more up to date. All I can think about is how far behind students learning is. It seems like such a simple idea, but it really is more complicated than it sounds.
How do we go about changing something that has been consisten for so long? How can we call something consistent that's only been consistent because it's always inconsistent? Just writing that sentence has confused me!!! One person's idea of a proper education may be another's laughable attempt. The reason I say this is because when we looked at schools like King Middle School and Big Picture Learning, then look at schools like where I went to high school....the comparison to me is embarrassing. I thought my education was decent until I read about these schools. Now I feel as though I was robbed of so much knowledge.
I may not have been though. I may have had the best education that was available at the time period I was in high school. Who am I kidding, though? I wasn't even aware until my senior year that there are certain classes I should have taken to become accepted to a four year college instead of a two year college. That step alone in my high school career cost me an extra year in college. I had to start my education at a community college to complete entrance level courses just to become considered at a four year school! I did what I had to though, and I guess it all worked out in the end. I just hope that the students of today are more informed than I was. I like to think they are getting a better education than I was.
Yes.....our readings this week brought this post out of me LOL.
My School Experience
I have't had a whole lot of experience with planning a curriculum. I work as an Ed Tech at the Middle School I'm currently at. I'm hoping this will change very soon, because I've recently applied for a new position at the same school. I am however used to working with a curriculum set up by other teachers.
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