When viewing the class progress report sent out on via e-mail October 28th, I noted that my class participation grade was a B+. From that day forward I made it a point to participate more in class, as well as, through the online discussions. While I believe that I participated when relevant or when I was able to meaningfully contribute to the discussion, no one wants to respond to a topic when unsure. The great thing about graduate school is being surrounded among individuals from various backgrounds and disciplines so that one may be able to compare and contrast the various needs among our students. When looking at the class participation rubric, I believe I have earned an A-/18 points. Although I demonstrated a strong time commitment to the course, I believe I functioned more as a “listener” than as a “leader.” Every assignment was completed on time and while creating and sustaining a blog page was a new concept for me, there was great satisfaction in constructing the posts. With this said, I believe I met the criteria indicated to receive a grade of an indicated.
Because I obtained a significant amount of knowledge within this class, it would be difficult to describe what I learned in one short paragraph. For me, Understanding by Design and recognizing the value of integrating technology into my lessons were the most beneficial. I’ve applied this in helping me construct my lesson/unit plans and have even shared the benefits of this design with my department chairperson, as well as, my peers. Another constructive aspect of this class was the methods of assessments. Supplying my students with rubrics for assessment was a concept that was not only an advantage to me as an instructor but to my students as well. With this, my students no longer assumed what was expected from me in terms of various lessons. This knowledge has helped me to not only understand the importance of assessment but the various types as well.
Above all, whether I aspire to become an administrator or not, my sole concern is the education of my students. Overall, the class has assisted me in becoming a better instructor, keeping in mind the reason why I chose this profession. Every assignment in class was useful and allowed me to transfer my newly acquired information to my students. Creating a mash up movie, as well as, a blog page are experiences I’ll never forget. These activities alone are skills that I am anxious to incorporate into future lessons. Since this class seemed to center around the 21st century learner, online classes opposed to in-person ones conveyed a better understanding of what this “type of learner” should entail. In terms of participation by the use of on-line discussions, I prefer being assigned groups to respond to topics opposed to responding randomly to selected classmates. The methods of assessments and feedback are also techniques that were presented to our class but also could and should be incorporated into our classrooms. Generally, the class as a whole was one of the best, as well as, challenging class I’ve had while in graduate school. Keep up the good work.
Saturday, November 29, 2008
Friday, November 21, 2008
Curriculum Change Bibliography
Bibliography
Czikszentmihalyi, Mihaly. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
Friedman, Thomas. (2007). The World is Flat. New York, N.Y.: Farrar, Straus and Giroux.
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA.: Association for Supervision and Curriculum Development.
Saturday, November 8, 2008
Results Now
#1- “Reading, writing and discussion—these three –are the foundation for a well-equipped mind: the key to equity, access, and economic opportunity” (72). Assuming the role the Principal of an inner-city high school, this quote would be fundamental to not only the level of instruction but also the direction that the curriculum itself will take. Reading, writing and discussing is not only the job of the English department but every department within the school. Recognizing that each discipline has its own language/terms and structure, all should be reinforced on a daily basis.
Lab reports, literary essays, research based reports incorporating MLA and APA format, along with required rubrics, are all crucial to the student reaching his or her comfort level in terms of building the above mentioned foundation.
In an effort to develop cross-content literacy effort and incorporate “higher order literacy demands,” thematic writing will be introduced and mandated within our haven of learning. This will include a specific theme for every month throughout the school. Responses can be conveyed through open-ended responses, response to pieces of literature (article, short story, etc…) as well as a discussion to follow: “…face to face dialogue(Lasch, 1995, p. 172). During this time, each discipline will have an assigned day of the week to write and discuss about the indicated theme. Across the curriculum, reading, writing and discussion will flourish. For instance, if the theme for the month of December is “poverty” every class should be able to touch on this topic in some shape, form or fashion. On Mondays: English, Tuesdays: Science, Wednesdays: Math, Thursdays: Health and Fridays: History. Every month a new theme will begin.
In addition, every class will keep a journal. Students must write for a substantiated amount of time whether it be on the lesson from the previous class, a posted quote, or even the student’s overall feeling about a topic occurring within society. Students must be able to express themselves, in a written context, as well as, discuss and debate their views with their peers.
The implementation of argumentative literacy will also be crucial. This will “nourish the critical capacities as it gives kids a chance to try on test their ideas and viewpoints. And it is fun” (67). Written and oral discussions incorporating facts and opinions, addressing controversial issues that require students to take stands on PROS or CONS, will support students not only on state-mandated tests but on standardized tests such as SAT’S that require students to compose an essay arguing a debatable subject. Once again, this will be a school-wide practice and a cross content literacy effort. History, science, math, health and English will incorporate this practice immediately.
To ensure that this school-wide practice is occurring there will be announced and unannounced walk-through, pre-evaluation and post-evaluation conferences and indicated within their teacher-evaluations, documented proof via data, sample essays and sample journals. Within weekly Professional Learning Communities, discussion of success/improvements and failures will be discussed and compared. PLC’s will be attended by an administrator (principal, vice-principal or department chairperson) to assess the progress of this newly implemented mandate.
The results will be positive. Students will begin to gain an level of comfort and fluency within their writing that will not only be the sole responsibility of the English teacher. With this, the foundation of a well equipped mind will emerge into society.
#2- “Instruction improves when teachers in teams, teach each other the practice of teaching …. Teachers learn best not from outsiders but from one another” (118). As a new teacher returning to teach in the high school that I graduated from, I was surprised to see some of my former teachers still thriving and continuing to flourish their love for education on countless numbers of students. However, I must say that the most jubilant experience came when one of the most highly regarded English teachers, as well as, my former teacher, came to ask my opinion and ideas in terms of teaching a specific novel. Although a bit reluctant at first because of my lack of experience, I began to share with Mrs. S. my views, thoughts and approaches in terms of instruction. She listened attentively, even taking notes a times. From that day forth we now plan our lessons, develop unit plans, exams and many more student centered activities together. That was three years ago. Now to my surprise, I am regarded with as much respect as Mrs. S. Among other academic achievements, students are successfully passing state-mandated exams, writing has improved significantly, and AYP has been met. What contributed to this sudden rise? Collaboration. Team work. With this said, as a department chairperson/ supervisor, this practice will be suggested among instructors to ensure positive results we are striving for. The department and ultimately, the school will be reorient themselves to the school improvement toward “internal expertise.” Although this will not be required, adhering to this practice will indicate a level of professionalism that will reflect in teacher evaluations, as well as, academic achievement amongst students. “ At some point, teamwork should be established as the new norm, just as it is in other professions” (Peters, 1987; Wagner, 2004; Wise, 2004).
#3- “Isolation ensures that highly unprofessional practices are tolerated and thus proliferate in the name of…professionalism” (24). As a principal of a secondary school, practices that facilitate teacher learning, which will ultimately lead to student achievement, will be put into place. Since isolation can be regarded as an unprofessional practice, measures will be taken to reduce and ultimately eliminate this act. A major way to reduce isolation and gain interaction between peers, will motivate the initiation of Professional Learning Communities (PLC’s). PLC’s will be staff directed learning efforts towards improving student education that will meet once a week for 30 minutes. These meetings will count as professional development and will be mandated within teacher’s contracts. It is through PLC’S that teacher isolation will begin to be indirectly addressed. The ultimate goal is to identify and solve problems as they arise and create places of action, test ideas that seem to have potential for improving student achievement. For instance, if an identified problem is student writing then a goal of the PLC would be improve student writing across all disciplines. Teachers would then brainstorm ways in which to combat this problem and apply them within their classrooms. As indicated within the text, if “one teacher taught 28 times as much…as a teacher down the hall, and no one in the school knew this until the researchers went in…” (37), this indicates an “overwhelming evidence of inconsistency.” These ideas should be shared and implemented within classrooms with the outcome discussed within these meetings.
Lab reports, literary essays, research based reports incorporating MLA and APA format, along with required rubrics, are all crucial to the student reaching his or her comfort level in terms of building the above mentioned foundation.
In an effort to develop cross-content literacy effort and incorporate “higher order literacy demands,” thematic writing will be introduced and mandated within our haven of learning. This will include a specific theme for every month throughout the school. Responses can be conveyed through open-ended responses, response to pieces of literature (article, short story, etc…) as well as a discussion to follow: “…face to face dialogue(Lasch, 1995, p. 172). During this time, each discipline will have an assigned day of the week to write and discuss about the indicated theme. Across the curriculum, reading, writing and discussion will flourish. For instance, if the theme for the month of December is “poverty” every class should be able to touch on this topic in some shape, form or fashion. On Mondays: English, Tuesdays: Science, Wednesdays: Math, Thursdays: Health and Fridays: History. Every month a new theme will begin.
In addition, every class will keep a journal. Students must write for a substantiated amount of time whether it be on the lesson from the previous class, a posted quote, or even the student’s overall feeling about a topic occurring within society. Students must be able to express themselves, in a written context, as well as, discuss and debate their views with their peers.
The implementation of argumentative literacy will also be crucial. This will “nourish the critical capacities as it gives kids a chance to try on test their ideas and viewpoints. And it is fun” (67). Written and oral discussions incorporating facts and opinions, addressing controversial issues that require students to take stands on PROS or CONS, will support students not only on state-mandated tests but on standardized tests such as SAT’S that require students to compose an essay arguing a debatable subject. Once again, this will be a school-wide practice and a cross content literacy effort. History, science, math, health and English will incorporate this practice immediately.
To ensure that this school-wide practice is occurring there will be announced and unannounced walk-through, pre-evaluation and post-evaluation conferences and indicated within their teacher-evaluations, documented proof via data, sample essays and sample journals. Within weekly Professional Learning Communities, discussion of success/improvements and failures will be discussed and compared. PLC’s will be attended by an administrator (principal, vice-principal or department chairperson) to assess the progress of this newly implemented mandate.
The results will be positive. Students will begin to gain an level of comfort and fluency within their writing that will not only be the sole responsibility of the English teacher. With this, the foundation of a well equipped mind will emerge into society.
#2- “Instruction improves when teachers in teams, teach each other the practice of teaching …. Teachers learn best not from outsiders but from one another” (118). As a new teacher returning to teach in the high school that I graduated from, I was surprised to see some of my former teachers still thriving and continuing to flourish their love for education on countless numbers of students. However, I must say that the most jubilant experience came when one of the most highly regarded English teachers, as well as, my former teacher, came to ask my opinion and ideas in terms of teaching a specific novel. Although a bit reluctant at first because of my lack of experience, I began to share with Mrs. S. my views, thoughts and approaches in terms of instruction. She listened attentively, even taking notes a times. From that day forth we now plan our lessons, develop unit plans, exams and many more student centered activities together. That was three years ago. Now to my surprise, I am regarded with as much respect as Mrs. S. Among other academic achievements, students are successfully passing state-mandated exams, writing has improved significantly, and AYP has been met. What contributed to this sudden rise? Collaboration. Team work. With this said, as a department chairperson/ supervisor, this practice will be suggested among instructors to ensure positive results we are striving for. The department and ultimately, the school will be reorient themselves to the school improvement toward “internal expertise.” Although this will not be required, adhering to this practice will indicate a level of professionalism that will reflect in teacher evaluations, as well as, academic achievement amongst students. “ At some point, teamwork should be established as the new norm, just as it is in other professions” (Peters, 1987; Wagner, 2004; Wise, 2004).
#3- “Isolation ensures that highly unprofessional practices are tolerated and thus proliferate in the name of…professionalism” (24). As a principal of a secondary school, practices that facilitate teacher learning, which will ultimately lead to student achievement, will be put into place. Since isolation can be regarded as an unprofessional practice, measures will be taken to reduce and ultimately eliminate this act. A major way to reduce isolation and gain interaction between peers, will motivate the initiation of Professional Learning Communities (PLC’s). PLC’s will be staff directed learning efforts towards improving student education that will meet once a week for 30 minutes. These meetings will count as professional development and will be mandated within teacher’s contracts. It is through PLC’S that teacher isolation will begin to be indirectly addressed. The ultimate goal is to identify and solve problems as they arise and create places of action, test ideas that seem to have potential for improving student achievement. For instance, if an identified problem is student writing then a goal of the PLC would be improve student writing across all disciplines. Teachers would then brainstorm ways in which to combat this problem and apply them within their classrooms. As indicated within the text, if “one teacher taught 28 times as much…as a teacher down the hall, and no one in the school knew this until the researchers went in…” (37), this indicates an “overwhelming evidence of inconsistency.” These ideas should be shared and implemented within classrooms with the outcome discussed within these meetings.
Sunday, October 26, 2008
Reflection on UBD Lesson
Creating this lesson was indeed enjoyable. As an educator, I’ve found that many of my students are not familiar with their past and the struggles that their ancestors endured in order to achieve many of the rights and or privileges that we now have. Because of this, I viewed this lesson very personal. Initially I looked at this design as a unit plan which is usually what I do when planning a lesson, especially if it is centered around a novel. The difficult part of this lesson was composing the overarching and topical questions. I’m not sure if I composed the questions correctly but based on the readings of the text I tried my very best.
The format was useful in terms of organizing my thoughts and reflecting on the lesson. The questions in Part 3-The Learning Plan, helped me remember elements that I wanted to incorporate into the lesson.I’m planning on starting this lesson upon return from the Teacher’s Convention next week. I believe that all subject matters correlate with one another especially English and History. With this, students will always remember and associate the readings of Toni Morrison’s novel, Song of Solomon, with researching their family history.
The format was useful in terms of organizing my thoughts and reflecting on the lesson. The questions in Part 3-The Learning Plan, helped me remember elements that I wanted to incorporate into the lesson.I’m planning on starting this lesson upon return from the Teacher’s Convention next week. I believe that all subject matters correlate with one another especially English and History. With this, students will always remember and associate the readings of Toni Morrison’s novel, Song of Solomon, with researching their family history.
UBD Lesson Plan
Understanding By Design Lesson Template
Title of Lesson
The Effect of the Past on the Present
Grade Level
12th grade
Curriculum Area
English Literature
Time Frame
10-15 classes (80 minute blocks)
Developed By
Regina Covington
Identify Desired Results (Stage 1)
Content Standards
· 3.1.12.G.3 Compare and evaluate the relationship between past literary traditions and contemporary writing.
· 3.1.12.G.4 Analyze how works of a given period reflect historical and social events and conditions.
· 3.1.12.G.6 Interpret how literary devices affect reading emotions and understanding.
· 3.1.12.G.7 Analyze and evaluate figurative language within a text (e.g. irony, paradox, metaphor, simile, personification)
· 3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received.
· 3.2.12.A.1 Engage in the full writing process by writing daily and for sustained amounts of time.
· 3.2.12.A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
· 3.2.12.D.2 Write a variety of essays that supports judgments with relevant and substantial evidence and well-chosen details.
· 3.2.12.D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
· 3.3.12.A.2 Support, modify, or refute a position in small or large group discussions.
· 3.3.12.D.3 Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.
· 3.3.12.D.6 Use a rubric to self-assess and improve oral presentations.
· 3.4.12.A.3 Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
· 3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral communication.
· 3.5.12.A.1 Understand the messages that are representations of social reality and vary by historic time periods and parts of the world.
Understandings
Overarching Understanding
How literary elements contribute to analyzing literature.
Importance of individuals knowing their past.
The role of a genealogist.
Title of Lesson
The Effect of the Past on the Present
Grade Level
12th grade
Curriculum Area
English Literature
Time Frame
10-15 classes (80 minute blocks)
Developed By
Regina Covington
Identify Desired Results (Stage 1)
Content Standards
· 3.1.12.G.3 Compare and evaluate the relationship between past literary traditions and contemporary writing.
· 3.1.12.G.4 Analyze how works of a given period reflect historical and social events and conditions.
· 3.1.12.G.6 Interpret how literary devices affect reading emotions and understanding.
· 3.1.12.G.7 Analyze and evaluate figurative language within a text (e.g. irony, paradox, metaphor, simile, personification)
· 3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received.
· 3.2.12.A.1 Engage in the full writing process by writing daily and for sustained amounts of time.
· 3.2.12.A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
· 3.2.12.D.2 Write a variety of essays that supports judgments with relevant and substantial evidence and well-chosen details.
· 3.2.12.D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
· 3.3.12.A.2 Support, modify, or refute a position in small or large group discussions.
· 3.3.12.D.3 Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.
· 3.3.12.D.6 Use a rubric to self-assess and improve oral presentations.
· 3.4.12.A.3 Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
· 3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral communication.
· 3.5.12.A.1 Understand the messages that are representations of social reality and vary by historic time periods and parts of the world.
Understandings
Overarching Understanding
How literary elements contribute to analyzing literature.
Importance of individuals knowing their past.
The role of a genealogist.
Related Misconceptions
What one does not know won’t hurt them.
Essential Question(s)
Overarching
How do authors use literary elements to establish underlying themes/messages ?
Does analyzing and reading have the same meaning ?
What is a genealogist ?
Topical
How does Toni Morrison use literary elements such as (symbols, magical realism, allusion, motif, simile, metaphor, flashback, themes and myths) to convey a message ?
How does one’s past effect the future ?
What is the importance of knowing your past ?
Knowledge
Students will know…
The difference between reading and analyzing.
How oral traditions reflect the knowledge of an individual’s past.
How identify and interpret various literary and analytical elements, as well as, their significance to the overall theme of the novel.
Skills
Students will be able to…
Modify, refute or discuss a topic.
Read, analyze and critique fiction.
Plan, organize and write and well-organized essay.
Substantiate within discussions and writing based on a fiction.
Identify and interpret literary elements.
Research and record their family history.
Prepare and present a Power Point presentation based on the political allusions found within a fiction.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Interpret literature and understand the importance of knowing the past through research.
Role
Genealogist or historian.
Audience
Other genealogists/historians.
Situation
You are the newly appointed genealogist who has been hired by a family to use your expertise to research their family history.
Product/Performance
Genealogist will conduct research through oral traditions, narratives, etc… The final product will be the completion of a family tree in addition to a TIMELINE ( start out as far back as a family’s roots can be traced and then plot a time line based on each major event); GEOGRAPHY ( map their ancestors’ travels that brought them to America); PHYSICAL FEATURES (photos); JOURNALISM ( video tape interviews with a grandparent or great-grandparent).
Standards
Same as above.
Other Evidence
Daily journal (written and oral) responses based on assigned readings and literary analysis during which students provide substantiation from text to support their answers.
Timed writings.
Formal essay assignments: Due at conclusion of novel.
Power Point presentation: Based on a documented historical event or the historical impact of a real person alluded to in the novel. In addition, discuss the value of the historical text beneath the fictional text of the novel.
Novel test : Based on the overall comprehension and literary analysis of text which includes a writing prompt.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going ?
Successfully analyzing a significant piece of literature while inquiring about the history of their families.
Successfully analyzing a significant piece of literature while researching American history and its’ relevance to the work of fiction.
How will you hook students at the beginning of the unit?
Students will respond in journal to question: “How can you see the future when you’re living in the past ?” Can the ignorance of your past effects your future ?” Students will view segments from Henry Louis Gates, Jr., African American Lives, a documentary based on the research of family history through the use of DNA and Genealogy to give insight into the past. Gates studies families from notables such as Oprah Winfrey, Whoopi Goldberg, Chris Rock and Morgan Freeman to name a few.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
A Genealogist from the New Jersey Historic Society will visit the class to discuss and explore the importance of knowing their past, as well as, various ways to obtain this information such as oral traditions, historical records, genetic analysis and narratives.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work ?
Question and Answer (Q & A) Session, daily journals, timed writings and discussions will assists in guiding and refining their works.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Students will exhibit and self-evaluate their growing skills, knowledge and understanding throughout the unit through rubrics, daily journals and discussions, integration of technology, visit from the New Jersey Historic Society and historical research.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit ?
Share my family history through photos (slides) and heirlooms, as well as, participate in the Family Research Project.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students ?
Hook students with journal question and segment from video.
Introduce novel, Song of Solomon, with background information on Toni Morrison, as well as, time period novel takes place.
Independent reading of The Willie Lynch Letter.
Reading Schedule (Unit Packet w/ due dates and various assignments)
Myth of Icarus and Flying Africans Folktales
Daily journal (written/oral) response
Daily Thematic and Analytical focus.
Color Symbolism
Importance of names.
Poem: “A Bronzeville Mother Loiters in Mississippi. Meanwhile a Mississippi Mother Burns Bacon” by Gwendolyn Brooks
Research historical event.
New Jersey Historic Society Genealogist visit.
Review rubric on oral presentations.
Family tree/Genealogist assignment presentations.
Research historical event.
Power Point Presentation on historical event.
Novel Test
Formal Essays
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Wednesday, October 15, 2008
Saturday, October 11, 2008
"Did You Know" Harsh Reality
In reference to the “Did you know” video, I had several concerns. However, I believe the most disturbing was the facts presented, concerning the future of America’s children. As a parent I wonder whether or not my children are receiving or will receive the proper education to prepare them for the expectations that society may have prepared for them. The reality that “10 jobs will be in demand in the year 2010 that does not exist yet,” left me with a worrisome feeling.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
"Did You Know" Harsh Reality
In reference to the “Did you know” video, I had several concerns. However, I believe the most disturbing was the facts presented, concerning the future of America’s children. As a parent I wonder whether or not my children are receiving or will receive the proper education to prepare them for the expectations that society may have prepared for them. The reality that “10 jobs will be in demand in the year 2010 that does not exist yet,” left me with a worrisome feeling.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
Everything concerning my professional life relates to me personally. I instruct my students the same way I expect my children to be academically prepared. Because of this, the concerns I may have for my students are the same that I have for own children. The skills children will need to survive in this new era are technological based, independent thinking and cooperative learning. One could say that the implications this may have for our current way of doing things would be “unlearning” the old way of instruction to try something new and innovative.
Noted in the “Did you know” video was a weight on the importance of technology. A change is needed within America’s schools. For example, in my school building we have three computer labs with 30 computers. Classes have to schedule in order to access the computers. However, I’ve visited other high schools in my district that have a class set (30) computers in every classroom. If this is to be initiated, then happenings such as this cannot occur. What constitutes one high school having computers in every classroom vs. a high school with less than 100 computers for 900 students?
A significant change would be to provide appropriate professional development for our teachers in terms of technology and making available the resources to implement this instruction. Looking at the Core Curriculum Content Standards and emphasizing technology more so that is integrated across the curriculum would be a start in terms of making a change.
However, I do believe it is possible for a teacher to be effective without the use of technology. It’s been done thus far. On the other hand, a change is needed and a major part of that change involves technology. As pathetic as it may sound, it has taken this class to make me realize a lot in terms of my instruction. The creative aspect of this is what was noted in the video, “My Space,” “Text Messages,” all of these are common terms to our children that involve technology. Therefore the instruction that occur based on this will more than likely have a lasting effect.
Tuesday, September 30, 2008
A Whole New Mind
While reading Pink’s, A Whole New Mind, I think of the many new inventive ways educators are emerging from classrooms across America. No two are alike. Everyone has their own approach in terms of reaching the students. What works for one may not work for the other.
In terms of relating this to Pink’s philosophy, in some ways many may agree. Moving away from the informational age of the dominance of the left side of the brain to the conceptual age of the right side of the brain is a concept to actual sit back and reflects on.
As silly as I felt when I initially began reading the author’s theory, his views were persuasive in leading me to sway in the direction of his thinking. It was interesting to consider how individuals view situations depending on which side of the brain dominates.
In addition, the symphonic thinker would be successful in today’s society. Having the ability to combine tasks in order for the outcome to be whole, so that the ultimate result becomes the big picture is the goal of many individuals.
Moving from the informational age to the conceptual age will eventually become the new way of the world. Individuals who think outside the box and who are looked at as being creative will be more successful. To have the mindset of an artist or inventor, to be imaginative and resourceful will soon define achievement. As an educator, this may be useful in terms of production within our classrooms and abroad. Our children need versatile ways to view the various situations that are presented to them and those that may have that artistic or dominate side of the brain may have a wealth of opportunities set before them.
In terms of relating this to Pink’s philosophy, in some ways many may agree. Moving away from the informational age of the dominance of the left side of the brain to the conceptual age of the right side of the brain is a concept to actual sit back and reflects on.
As silly as I felt when I initially began reading the author’s theory, his views were persuasive in leading me to sway in the direction of his thinking. It was interesting to consider how individuals view situations depending on which side of the brain dominates.
In addition, the symphonic thinker would be successful in today’s society. Having the ability to combine tasks in order for the outcome to be whole, so that the ultimate result becomes the big picture is the goal of many individuals.
Moving from the informational age to the conceptual age will eventually become the new way of the world. Individuals who think outside the box and who are looked at as being creative will be more successful. To have the mindset of an artist or inventor, to be imaginative and resourceful will soon define achievement. As an educator, this may be useful in terms of production within our classrooms and abroad. Our children need versatile ways to view the various situations that are presented to them and those that may have that artistic or dominate side of the brain may have a wealth of opportunities set before them.
Tuesday, September 23, 2008
Response to Hirsch
Dr. E.D. Hirsch,
I understand that your basic message is that there is a certain content matter that all students need to acquire uniformly, along with an “objective measurement” indicating whether or not the child has mastered the necessary skills. Realistically speaking, this is precisely the problem in many of the schools in America.
Within multiple schools across the nation, particularly failing schools, teachers are required to “teach to the test” instead of teaching their children lifelong skills through the mandated curriculum. Let’s face it; this is a disservice to the children. Whether or not our children can effectively write a persuasive or speculative essay, will not solidify their position in society. While I agree that standardized tests measure the basic skills that our children should have acquired at a certain point and time within their educational careers, an objective test does not measure whether or not the student will be a successful, productive citizen.
There also seems to be a false assumption that teachers and children can do whatever they want within the classrooms. While this theory would be wonderful it is only a wish. Many schools, particularly schools within Abbott-School districts, have to provide various types of data and measurements indicating the strengths and weaknesses of the child upon entering the classroom and again at the end of the year. This puts extreme pressure not only on the student but the instructor as well. With this said, the student nor the teacher are privy to do whatever they please to within the classroom. Schools are held accountable for failures. The students in New Jersey suffer by risking the chance of graduating and the instructors suffer from the stigmatisms associated with “failing schools.”
I believe children should be treated as individuals. Not all children are on the same level. The skills a 5th grader may have acquired in Millburn may not be the skills a 5th grader may have obtained in Irvington. Even more so, different schools within the same schools district may produce children on various types of levels.
Take the time out to look at the need of the child. Once this is done everything else will fall into place.
Ms. R. Covington
I understand that your basic message is that there is a certain content matter that all students need to acquire uniformly, along with an “objective measurement” indicating whether or not the child has mastered the necessary skills. Realistically speaking, this is precisely the problem in many of the schools in America.
Within multiple schools across the nation, particularly failing schools, teachers are required to “teach to the test” instead of teaching their children lifelong skills through the mandated curriculum. Let’s face it; this is a disservice to the children. Whether or not our children can effectively write a persuasive or speculative essay, will not solidify their position in society. While I agree that standardized tests measure the basic skills that our children should have acquired at a certain point and time within their educational careers, an objective test does not measure whether or not the student will be a successful, productive citizen.
There also seems to be a false assumption that teachers and children can do whatever they want within the classrooms. While this theory would be wonderful it is only a wish. Many schools, particularly schools within Abbott-School districts, have to provide various types of data and measurements indicating the strengths and weaknesses of the child upon entering the classroom and again at the end of the year. This puts extreme pressure not only on the student but the instructor as well. With this said, the student nor the teacher are privy to do whatever they please to within the classroom. Schools are held accountable for failures. The students in New Jersey suffer by risking the chance of graduating and the instructors suffer from the stigmatisms associated with “failing schools.”
I believe children should be treated as individuals. Not all children are on the same level. The skills a 5th grader may have acquired in Millburn may not be the skills a 5th grader may have obtained in Irvington. Even more so, different schools within the same schools district may produce children on various types of levels.
Take the time out to look at the need of the child. Once this is done everything else will fall into place.
Ms. R. Covington
Saturday, September 6, 2008
Hello
My name is Regina Covington and I am an English teacher at Weequahic High School in Newark, New Jersey. At Weequahic, I am the National Honor Society Advisor and was the Senior Class Advisor for the past two years. I am currently in the Educational Leadership program working towards completing my studies by May 2009. For undergrad, I attended North Carolina A & T State University and Kean University. My career goals are to become an English Department Supervisor and/or Vice-Principal. I had the pleasure of developing a curriculum for “Women in Literature” over the summer. Although challenging, I would love to have more exposure in writing curriculums. I do not aspire to advance any further within administration until my children are older. My daughters, Bria and Erica, are my life. All personal interests involve my girls. Dance class, cheerleading, etc… They keep me on the go!!! I love reading all types of literature however, I am fond of novels by Toni Morrison.
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