We all text message or have heard of it...that is not anything new. But what is new is that students in elementary through high school grades are becoming more disfunctional with writing skills. The article showcases how students are making more and more grammatical, spelling, and sentence structure errors because they are used to the "short cuts" that text messaging offers.
I must say, I agree with the article. Also, I knew this issue would arise, and I am glad it did. I have never been a fan of the short cut language, and it is about time we did something about it!
source: http://media.www.dailyiowan.com/media/storage/paper599/news/2007/05/01/Metro/2.B-Or.Nt.2.B.Whtevr-2889293.shtml
Sunday, May 13, 2007
Wednesday, May 9, 2007
Reflection Idea
Based on the article called "Ed Tech Must Change Its Message," I have decided to narrow my reflection down to two main parts. I want to focus on the following ideas:
1.) Teacher education in the United States needs to produce a new generation of teachers that are able to accomodate with the changing societal times. This includes being comfortable with technology, knowing how to properly use it in a classroom, and understanding its role in education.
I will demonstrate how teacher pedagogies must be aligned with the current educational trends. So, a traditionalist approach to education today would not mesh well with the pedagogies of group collaboration and such. Instead, a proactive, constructivist approach is more acceptable.
2.) Technology can be used in a 21-st century world to foster critical thinking, problem solving, creativity, innovation, and collaboration through a media specialized curriculum.
I will touch on the various ways in which the technology we used in our classrooms, and as was discussed in class articles and texts, helped us to be more creative meaning-makers.
1.) Teacher education in the United States needs to produce a new generation of teachers that are able to accomodate with the changing societal times. This includes being comfortable with technology, knowing how to properly use it in a classroom, and understanding its role in education.
I will demonstrate how teacher pedagogies must be aligned with the current educational trends. So, a traditionalist approach to education today would not mesh well with the pedagogies of group collaboration and such. Instead, a proactive, constructivist approach is more acceptable.
2.) Technology can be used in a 21-st century world to foster critical thinking, problem solving, creativity, innovation, and collaboration through a media specialized curriculum.
I will touch on the various ways in which the technology we used in our classrooms, and as was discussed in class articles and texts, helped us to be more creative meaning-makers.
Schools Disappointed In Technology: Taking Away Laptops
In a recent NCTE article, Winnie Hu explains that many schools that have adopte lap-top related curriculum have decided to drop their use because there has been no increase in student achievement. Closest to us in Liverpool (near Syrcause), this exact measure took place.
Students are using the laptops for inappopriate entertainment: pornography, hacking, etc. In addition, the teachers see the laptop as a hindrance to the one-on-one relationship with students: “The teachers were telling us when there’s a one-to-one relationship between the student and the laptop, the box gets in the way. It’s a distraction to the educational process.”
Students also use the computers now more than ask teachers for help, so they are not getting as quality of assistance, nor do the teachers know what students are having difficulty in.
I can see why these problems have arose. I think there are pros and cons to the elimination.
1) I never truly saw the need for school-wide laptops. I don't think students need 100% internet access all the time. In certain areas and at certain times, it is necessary to employ computers, but not all the time. So, perhaps this elimination will help teachers find a different way to teach more constructively.
2.) Perhaps laptops are not working because the teachers do not know how to use them correctly in a classroom. Students do not need to do everything from a computer just because they have them. Put the laptops under the desks or something. Then, they can use them when needed. Teachers seem to have resistance to the laptops, but that could also stem from frustration because they do not know how to incorporate media literacy into their curriculum. Perhaps the administration should give teachers media literacy and technology training. We all know that there are fun and educational ways to use the computer, but there are also times when it is and is not appropriate.
Looks like perhaps the paperless classroom was an idea blown to the wind...
source: http://www.nytimes.com/2007/05/04/education/04laptop.html?_r=1&oref=slogin
Students are using the laptops for inappopriate entertainment: pornography, hacking, etc. In addition, the teachers see the laptop as a hindrance to the one-on-one relationship with students: “The teachers were telling us when there’s a one-to-one relationship between the student and the laptop, the box gets in the way. It’s a distraction to the educational process.”
Students also use the computers now more than ask teachers for help, so they are not getting as quality of assistance, nor do the teachers know what students are having difficulty in.
I can see why these problems have arose. I think there are pros and cons to the elimination.
1) I never truly saw the need for school-wide laptops. I don't think students need 100% internet access all the time. In certain areas and at certain times, it is necessary to employ computers, but not all the time. So, perhaps this elimination will help teachers find a different way to teach more constructively.
2.) Perhaps laptops are not working because the teachers do not know how to use them correctly in a classroom. Students do not need to do everything from a computer just because they have them. Put the laptops under the desks or something. Then, they can use them when needed. Teachers seem to have resistance to the laptops, but that could also stem from frustration because they do not know how to incorporate media literacy into their curriculum. Perhaps the administration should give teachers media literacy and technology training. We all know that there are fun and educational ways to use the computer, but there are also times when it is and is not appropriate.
Looks like perhaps the paperless classroom was an idea blown to the wind...
source: http://www.nytimes.com/2007/05/04/education/04laptop.html?_r=1&oref=slogin
Sunday, May 6, 2007
Student Arrested for Obscene Essay
Allen Lee, a senior in Cary-Grove High School in CHicago, was arrested in school after his administration got hold of an essay he wrote in English class. According to Lee, his class was told to free write for 30 minutes with anything that came to mind. "She told us to exaggerate our feelings," so Lee did.
See the assignment
Some of the controversial material includes the following:
"My current English teacher is a control freak intent on setting a gap between herself and her students"
"Drugs Drugs Drugs are fun. Stab, Stab, Stab, S. . .t. . .a. . .b. . . , poke. So I had this dream last night where I went into a building, pulled out two P90s and started shooting everyone . . ., then had sex with the dead bodies. Well, not really, but it would be funny if I did."
"No quarrel on you qualifications as a writer, but as a teacher, don't be surprised on inspiring the first cg [Cary-Grove] shooting."
Allen Lee
Lee claims that he did nothing wrong; he simply followed the assignment.
Lee had already applied for the Marine Corp. and received admission, but after this ordeal, the Marine Corp. dropped his spot.
The school arrested him and "He was charged with two counts of disorderly conduct, a misdemeanor that carries up to 30 days in jail and a $1,500 fine."
Personally, I believe that the true problem is not the teacher but the student. A student who has these thoughts, I feel, is bothered. Even if he is trying to "exaggerate" his feelings, he went over-board.
I feel as though I would not know what to do as a teacher in this situation. I want to incorporate creative writing and free writing in my class, but this event just shows how it could turn sour.
What do you all think is the main problem?
See the assignment
Some of the controversial material includes the following:
"My current English teacher is a control freak intent on setting a gap between herself and her students"
"Drugs Drugs Drugs are fun. Stab, Stab, Stab, S. . .t. . .a. . .b. . . , poke. So I had this dream last night where I went into a building, pulled out two P90s and started shooting everyone . . ., then had sex with the dead bodies. Well, not really, but it would be funny if I did."
"No quarrel on you qualifications as a writer, but as a teacher, don't be surprised on inspiring the first cg [Cary-Grove] shooting."
Allen Lee
Lee claims that he did nothing wrong; he simply followed the assignment.
Lee had already applied for the Marine Corp. and received admission, but after this ordeal, the Marine Corp. dropped his spot.
The school arrested him and "He was charged with two counts of disorderly conduct, a misdemeanor that carries up to 30 days in jail and a $1,500 fine."
Personally, I believe that the true problem is not the teacher but the student. A student who has these thoughts, I feel, is bothered. Even if he is trying to "exaggerate" his feelings, he went over-board.
I feel as though I would not know what to do as a teacher in this situation. I want to incorporate creative writing and free writing in my class, but this event just shows how it could turn sour.
What do you all think is the main problem?
Thursday, May 3, 2007
Our Presentation
I enjoyed last night's PowerPoint presentation that Jami and I put together. The hardest part of the project was creating the content. It was not a simple topic, and we had to do enough research that would have surely counted toward a large research essay. Doing the PP itself was a piece of cake. It just takes time to get every slide done to your liking. But the process is quite simple.
I am glad we got some class participation. We did not want to lecture because we felt everyone could have known at least one thing about something in the PP. Thanks for contributing!
Overall, the project was labor intensive, but not diffcult in the least. I enjoyed doing it, and I am sure my students will be even better at it than me!
I am glad we got some class participation. We did not want to lecture because we felt everyone could have known at least one thing about something in the PP. Thanks for contributing!
Overall, the project was labor intensive, but not diffcult in the least. I enjoyed doing it, and I am sure my students will be even better at it than me!
PowerPoint Content
Most of you asked for the content from the PowerPoint last night. Here it is:
The World is Reading the Media
and other powerful Web Tools
A Compilation Analysis of ENG307 pedagogy through Friedman, Hobbs, and Richardson
Our exploration of the ENG307 curriculum has shown that
-Reading and writing has been redefined
-Cultural, political, social, and educational changes have impacted our new thinking
-The teacher to learner relationship has drastically altered
-We now can use a variety of computer applications as never before
-We can evaluate new media
Hobbs
enlarging the definition of texts to include “all the forms of symbolic expression that convey meaning from authors to readers.” (7)
“A specific print, digital, or visual text has features that influence the reading process as does the reading activity itself.” (8)
“to prepare students for a life “in a highly complex, media-rich, and technologically dynamic cultural environment.” (8)
Richardson
The internet has enhanced “our ability to easily publish content online.” (5)
Hobbs
“postmodern theorists believe that electronic imagery and digital media have become increasingly “central to the development of globalization.” (6)
theorists believe we need “broader definitions of knowledge, literacy, and pedagogy which include the study of the intertextuality of imageries, texts, icons, and artifacts of new information economies, of media and of popular culture.” (7)
Friedman
Competition in the global community: “Countries like India are now able to compete for global knowledge work as never before -- and that America had better get ready for this.” (7)
“A new milestone in human progress and a great opportunity for India and the world -- the fact that we had made our world flat!” (7)
“Globalization 3.0 makes it possible for so many more people to plug in and play, and you are going to see every color of the human rainbow take part.” (11)
Friedman
The fall of the Berlin Wall on 11/9/89 “tipped the balance of power across the world toward those advocating democratic, consensual, free-market-oriented governance, and away from those advocating authoritarian rule with centrally planned economies.”(51)
“Before 1989, you could have an Eastern policy or a Western policy, but it was hard to think about having a ‘global’ policy.” (53)
Richardson
Common citizens are now able to partake and willing to partake in business affairs:
“When Microsoft began offering up Weblog space to some of its developers last year, potential customers had an opportunity to not only read about the inner workings of the company, they had a chance to respond and participate.” (4)
“We are creating what author Douglas Rushkoff calls a “Society of Authorship” where every teacher and every student, every person with access will have the ability to contribute ideas and experiences to the larger body of knowledge that is the Internet.” (5)
Richardson
“Our ability to easily publish content online will force us to rethink the way we communicate with our constituents, the way we deliver our curriculum, and the expectations we have of our students.” (5)
Hobbs
Concord High School changes their curriculum name:
“We imagined a course called “Media/Communication” that would address nonfiction reading and writing, explore issues of media influence, examine advertising from a critical perspective, reflect and analyze visual approaches to the narrative, and encourage students to ‘read’ the media of their everyday life with a critical eye.” (27)
Richardson
“The read-write web makes teacher’s question themselves: “What needs to change about our curriculum when our students have the ability to reach audiences far beyond our classroom walls?” (5)
“Today’s students, of almost any age, are far ahead of their teachers in computer literacy.” (6)
Hobbs
“When learning is authentic, students are involved in creating complex real-world media messages.”
Richardson
“High-bandwidth Internet access and expanded computer memory and storage continue to grow, and developers are creating tools to publish text or photos or video or whatever else easily on the web.” (2)
“We’re in the midst of an explosion of technologies that will continue to remake the Web into the community space Berners-Lee originally envisioned.” (2)
Class projects
iweb, imovie, social bookmarking (library thing, 43 things, furl, del.icio.us, flickr), ilife, powerpoint, garageband, wikipedia, podcasts, Comiclife, webquests
-We have seen a multitude of pedagogies this semester
-Whether we believe it or not, we are influenced by the globalization of the flat world
-It is up to us to create a world reflective of these pedagogies in order to become active citizens in a changing global society
did you know? -- youtube video
Teen book video awards -- best teen-created video
Book talk podcasts from local school
Project Look Sharp in Ithaca
the machine is us/ing us -- youtube video
using technologies to redefine schooling -- podcast
The World is Reading the Media
and other powerful Web Tools
A Compilation Analysis of ENG307 pedagogy through Friedman, Hobbs, and Richardson
Our exploration of the ENG307 curriculum has shown that
-Reading and writing has been redefined
-Cultural, political, social, and educational changes have impacted our new thinking
-The teacher to learner relationship has drastically altered
-We now can use a variety of computer applications as never before
-We can evaluate new media
Hobbs
enlarging the definition of texts to include “all the forms of symbolic expression that convey meaning from authors to readers.” (7)
“A specific print, digital, or visual text has features that influence the reading process as does the reading activity itself.” (8)
“to prepare students for a life “in a highly complex, media-rich, and technologically dynamic cultural environment.” (8)
Richardson
The internet has enhanced “our ability to easily publish content online.” (5)
Hobbs
“postmodern theorists believe that electronic imagery and digital media have become increasingly “central to the development of globalization.” (6)
theorists believe we need “broader definitions of knowledge, literacy, and pedagogy which include the study of the intertextuality of imageries, texts, icons, and artifacts of new information economies, of media and of popular culture.” (7)
Friedman
Competition in the global community: “Countries like India are now able to compete for global knowledge work as never before -- and that America had better get ready for this.” (7)
“A new milestone in human progress and a great opportunity for India and the world -- the fact that we had made our world flat!” (7)
“Globalization 3.0 makes it possible for so many more people to plug in and play, and you are going to see every color of the human rainbow take part.” (11)
Friedman
The fall of the Berlin Wall on 11/9/89 “tipped the balance of power across the world toward those advocating democratic, consensual, free-market-oriented governance, and away from those advocating authoritarian rule with centrally planned economies.”(51)
“Before 1989, you could have an Eastern policy or a Western policy, but it was hard to think about having a ‘global’ policy.” (53)
Richardson
Common citizens are now able to partake and willing to partake in business affairs:
“When Microsoft began offering up Weblog space to some of its developers last year, potential customers had an opportunity to not only read about the inner workings of the company, they had a chance to respond and participate.” (4)
“We are creating what author Douglas Rushkoff calls a “Society of Authorship” where every teacher and every student, every person with access will have the ability to contribute ideas and experiences to the larger body of knowledge that is the Internet.” (5)
Richardson
“Our ability to easily publish content online will force us to rethink the way we communicate with our constituents, the way we deliver our curriculum, and the expectations we have of our students.” (5)
Hobbs
Concord High School changes their curriculum name:
“We imagined a course called “Media/Communication” that would address nonfiction reading and writing, explore issues of media influence, examine advertising from a critical perspective, reflect and analyze visual approaches to the narrative, and encourage students to ‘read’ the media of their everyday life with a critical eye.” (27)
Richardson
“The read-write web makes teacher’s question themselves: “What needs to change about our curriculum when our students have the ability to reach audiences far beyond our classroom walls?” (5)
“Today’s students, of almost any age, are far ahead of their teachers in computer literacy.” (6)
Hobbs
“When learning is authentic, students are involved in creating complex real-world media messages.”
Richardson
“High-bandwidth Internet access and expanded computer memory and storage continue to grow, and developers are creating tools to publish text or photos or video or whatever else easily on the web.” (2)
“We’re in the midst of an explosion of technologies that will continue to remake the Web into the community space Berners-Lee originally envisioned.” (2)
Class projects
iweb, imovie, social bookmarking (library thing, 43 things, furl, del.icio.us, flickr), ilife, powerpoint, garageband, wikipedia, podcasts, Comiclife, webquests
-We have seen a multitude of pedagogies this semester
-Whether we believe it or not, we are influenced by the globalization of the flat world
-It is up to us to create a world reflective of these pedagogies in order to become active citizens in a changing global society
did you know? -- youtube video
Teen book video awards -- best teen-created video
Book talk podcasts from local school
Project Look Sharp in Ithaca
the machine is us/ing us -- youtube video
using technologies to redefine schooling -- podcast
Wednesday, May 2, 2007
What Can I Do
I was not too stressed about this project. I deal well under pressure, and I decided that I would do what I am most comfortable with. Making an iweb presentation was easiest for me. I thought that an iweb would be able to organize my thoughts well. Plus, it looks clean and polished when it is completed.
I wanted to focus on the technological pedagogies such as meaning-making, authentic production, and media literacy. My first page is designed to show the administrator that I knew people in the field who are "big names." I put pictures of the books these people wrote for aesthetic purposes.
My second page focused on the idea of "meaning-making" and what that means. I gave some suggestions about what to do in a classroom in order to be effective in this style.
My third page focused on the people in the field that I highlighted on my first page. I wanted to show the administrator that I not only can drop a name, but I know a lot about this name! Therefore, I was justifying myself.
Sorry I can't seem to publish this iweb to give to you all. This process is pretty laborious.
I thought this was kind of fun...I am way too good at being "student," and I really need to get in charge of a classroom soon!
I wanted to focus on the technological pedagogies such as meaning-making, authentic production, and media literacy. My first page is designed to show the administrator that I knew people in the field who are "big names." I put pictures of the books these people wrote for aesthetic purposes.
My second page focused on the idea of "meaning-making" and what that means. I gave some suggestions about what to do in a classroom in order to be effective in this style.
My third page focused on the people in the field that I highlighted on my first page. I wanted to show the administrator that I not only can drop a name, but I know a lot about this name! Therefore, I was justifying myself.
Sorry I can't seem to publish this iweb to give to you all. This process is pretty laborious.
I thought this was kind of fun...I am way too good at being "student," and I really need to get in charge of a classroom soon!
Monday, April 30, 2007
Buffalo Students
In the article titled "City Voices, City Visions," the Buffalo area school districts are highlighted as using a new program to increase innovative use of technology in the classroom. The students are literally making their own creations: "cting out skits, discussing issues,
planning and storyboarding, researching in books and on the Internet, writing scripts and narratives, and clustering around computers in cooperative work groups, creating meaning out of the curriculum and their experiences."
Really, what can be better than students making their own creations? They devise their own plan then act on it. Students take initiative, which is a lost skill now-a-days. I really enjoy seeing that the students are excited and motivated!
planning and storyboarding, researching in books and on the Internet, writing scripts and narratives, and clustering around computers in cooperative work groups, creating meaning out of the curriculum and their experiences."Really, what can be better than students making their own creations? They devise their own plan then act on it. Students take initiative, which is a lost skill now-a-days. I really enjoy seeing that the students are excited and motivated!
Hobbs Reading
In chapter 3 titled "Storytelling Structures, Close Reading, and Point of View," Hobbs tells about various ways in which media literacy can be applied into the classroom curriculum. Here are the points I would like to present that interested me:
Using the library to research free topics
gets to the student's level and allows them to make choices
gives students researching experience and helps built researching skills
students use analysis, synthesis, and reflection skills in order to design their assignment based on their topic
inspires students to become active agents in topics around them and in their own work
Show how the media constructs information to a certain ideology using television shows/news series
makes the students question their role as an observer: do they fall victim to the media or can they judge for themselves why/how the media portrays something in a certain way?
Reading an image to show authorial motivations
showsstudents implicit and explicit purposes for creating an image a certain way
literally "READING THE MEDIA"
shows how tone is used
Making a movie to relate to As I Lay Dying
takes student's prior knowledge and brings in new knowledge
students use bloom's taxonomic higher level thinking (analysis, synthesis, reflection)
gives students an opportunity to experience a technical aspect of text
students improve technical skills (ie movie making)
Using the library to research free topics
gets to the student's level and allows them to make choices
gives students researching experience and helps built researching skills
students use analysis, synthesis, and reflection skills in order to design their assignment based on their topic
inspires students to become active agents in topics around them and in their own work
Show how the media constructs information to a certain ideology using television shows/news series
makes the students question their role as an observer: do they fall victim to the media or can they judge for themselves why/how the media portrays something in a certain way?
Reading an image to show authorial motivations
showsstudents implicit and explicit purposes for creating an image a certain way
literally "READING THE MEDIA"
shows how tone is used
Making a movie to relate to As I Lay Dying
takes student's prior knowledge and brings in new knowledge
students use bloom's taxonomic higher level thinking (analysis, synthesis, reflection)
gives students an opportunity to experience a technical aspect of text
students improve technical skills (ie movie making)
Secrets, Secrets Are No Fun!
In Friedman's discussion of the "Dirty Little Secret # 2: The Education Gap at the Top," he outlined how immigrants in the U.S. as well as citizens of other countries (especially Asian countries) have skyrocketed past American citizens in intellectual capabilities and rigor. For so many years, the U.S. led the world in most innovations, from technology to education. However, now it is American students who are on the bottom of the totem pole.
Stern, the student mentioned in the book, believes that "American culture is still producing some of the most creative scientists and engineers, though other societies are closing the gap due to their dedication to teaching fundamentals and their newfound interest in instilling more creative approaches to education in their systems" (338).
I agree that the U.S. churns out many prized people, but I also feel that with this "flattening world" comes other prized people from other countries. American education standards have dwindled because for so many years we did not need to play "catch-up" to anyone else. We ruled education, so we did what humans sometimes do -- we relaxed. And now we are truly paying the price, according to Friedman.
Friedman cites that American students are not performing well in all areas, whether math, science, reading, or writing. As Grover J. Whitehurst says, "'We're seeing substantial declines in reading for pleasure, and it's showing up in our literacy levels'" (340).
In terms of the "Dirty Little Secret # 4: The Education Gap at the Bottom," the continually distancing gap between the wealthy and the poor has, over the years, deteriorated the education system in the U.S. The National Center on Education and the Economy allowed education to be delegated according to "local school boards," which in consequence led to delegation by wealth (346). The wealthier residents organized into self-taxing districts, and they taxed each other at relatively low rates. However, for the poor side of the American economy, they had to pay high taxes yet deal with low expenditures and deteriorating school districts.
Friedman makes a good point that the idea of social mobility does exist in many areas in education anymore. If you are stuck in a poor district, you have to deal with what you have. Often, though, this results in a perpetuating cycle of poverty and inept educational leaders: social mobility is "no longer the reality in too many parts of the country today, because of the disparities in funding" (346).
However, we know that federal legislation (AHEM No Child LeftBehind) perpetuates this terrible cycle with their "failing school" system.
Stern, the student mentioned in the book, believes that "American culture is still producing some of the most creative scientists and engineers, though other societies are closing the gap due to their dedication to teaching fundamentals and their newfound interest in instilling more creative approaches to education in their systems" (338).
I agree that the U.S. churns out many prized people, but I also feel that with this "flattening world" comes other prized people from other countries. American education standards have dwindled because for so many years we did not need to play "catch-up" to anyone else. We ruled education, so we did what humans sometimes do -- we relaxed. And now we are truly paying the price, according to Friedman.
Friedman cites that American students are not performing well in all areas, whether math, science, reading, or writing. As Grover J. Whitehurst says, "'We're seeing substantial declines in reading for pleasure, and it's showing up in our literacy levels'" (340).
In terms of the "Dirty Little Secret # 4: The Education Gap at the Bottom," the continually distancing gap between the wealthy and the poor has, over the years, deteriorated the education system in the U.S. The National Center on Education and the Economy allowed education to be delegated according to "local school boards," which in consequence led to delegation by wealth (346). The wealthier residents organized into self-taxing districts, and they taxed each other at relatively low rates. However, for the poor side of the American economy, they had to pay high taxes yet deal with low expenditures and deteriorating school districts.
Friedman makes a good point that the idea of social mobility does exist in many areas in education anymore. If you are stuck in a poor district, you have to deal with what you have. Often, though, this results in a perpetuating cycle of poverty and inept educational leaders: social mobility is "no longer the reality in too many parts of the country today, because of the disparities in funding" (346).
However, we know that federal legislation (AHEM No Child LeftBehind) perpetuates this terrible cycle with their "failing school" system.
Sunday, April 29, 2007
To Podcast or Not to Podcast...
Shakespeare's play Much Ado About Nothing is now available on a government website for students to download. The podcast allows students to hear the performance from the Globe Theatre in London, as well as the discussion about the characters and play's meaning from the director and actors.
The podcast will allow the "ipod generation" to download the words so they can listen to it at home, or even as a school-based project.
Check out the article: http://news.bbc.co.uk/1/hi/education/6560579.stm
The podcast will allow the "ipod generation" to download the words so they can listen to it at home, or even as a school-based project.
Check out the article: http://news.bbc.co.uk/1/hi/education/6560579.stm
Saturday, April 28, 2007
Are We Re-evolutionzing or De-evolutionizing?
So I have had a conversation with a few of my "colleagues" about how we are changing as a species. As the current news states, thumb surgery is very popular. Video games, texting, etc. are causing major pain as well as disabilities to form in humans.
Look, we are different from our primate friends becase we have opposable thumbs. How long will this difference last? Remember in science class that we learned evolution occurs because we adapt to new surroundings and conditions. Well, if the world of using your thumbs because so much more common, yet our thumbs deteriorate, maybe our body structure will change. Here are my predictions:
- we will become hunchback slowly, as we battle with scoliosis and terrible sitting and standing posture (ie kids in the classroom)
- then we will continue to shrink in size because we take more vitamins for things can food now-a-days (ie diet crazes)
- we will have thumbs twice the size as they are now
- we will develop a 6th finger!
Let's wait and see...
Look, we are different from our primate friends becase we have opposable thumbs. How long will this difference last? Remember in science class that we learned evolution occurs because we adapt to new surroundings and conditions. Well, if the world of using your thumbs because so much more common, yet our thumbs deteriorate, maybe our body structure will change. Here are my predictions:
- we will become hunchback slowly, as we battle with scoliosis and terrible sitting and standing posture (ie kids in the classroom)
- then we will continue to shrink in size because we take more vitamins for things can food now-a-days (ie diet crazes)
- we will have thumbs twice the size as they are now
- we will develop a 6th finger!
Let's wait and see...
Wednesday, April 25, 2007
Did You Ever Know That You're My Hero!
Yes, taken from a song. But in terms of who I have enjoyed learning from this semester, Bridget comes to mind. When I log onto bloglines.com, Bridget's site is usually the first one that I see has new content. When I go to her site, I am not surprised to see a wide variety of new posts with descriptive, sufficient, and interesting detail. Her hard work motivates me to perform similarly, and having that "nudge" helps sometimes...not to mention that Bridget is a consistent commenter for my blog, which of course makes you feel valued. Thanks Bridget!
:)
:)
Monday, April 23, 2007
Response to Will
Will's post on his daughter's conversation about "Pokinitis" was very cute during my first read through. It seems like she is the type of child who is motivated and can actually enjoy talking to her parents...rare these days. In the larger scheme of things, the fact that Will recommended to make a book, then to make it available to people on bookshelves, then to make it as a movie to podcast and show all around the world illustrates the mediums by which students are capable of communicating. Heck, if a young child can do this at home, it can certainly be done in school.
For ELA teachers, this means that we have to give our students the opportunity to do these types of things: mass communication through technology applications. If we do, we are opening them up to an aspect of ELA that I think it particularly important: publication.
For the next generation, seeing the product (end result) of your work is going to be the motivator to keep doing things.
I also found Will's other post on his life very interesting. It was called "Playing With My Kids," and I was so happy to read this post. I had, for a while, thought that Will Richardson was just a bit too obsessed with the blogging thing. Well, it seems like maybe he was. Now he sees other things in his life prioritizing.
Will said something that I have believed to be so true, but people have resisted me: "I really marvel at the people who can continuously carve out the necessary hours every day to write and comment and continue the discussion. And it is great discussion and thinking that’s moving at such a fast pace that it’s getting really hard to keep up with. I have learned a lot. But let’s face it, there are, many more important things out there than Web logs. And I think I need to take back some of that perspective."
In response to this post, I have always thought about people who are not directly involved with blogging everyday. Actually, there are a lot more people out there than some think. And they are not obsessed with globalization, and they go on and perform their daily rituals and do things that are meaningful to them...none of which involve a blog. Will has realized that there are other things more important than telling everyone what you are doing every second of the day...like playing with your kids, making a cup of coffee yourself, washing your own car, talking to someone face to face, and the list goes on. I loved hearing this from the blog-guru. Yes, he is human! So, although Friedman may focus on the whole globalization of the U.S., sometimes it is important to take a step back and say, "what is really important here?"
For ELA teachers, this means that we have to give our students the opportunity to do these types of things: mass communication through technology applications. If we do, we are opening them up to an aspect of ELA that I think it particularly important: publication.
For the next generation, seeing the product (end result) of your work is going to be the motivator to keep doing things.
I also found Will's other post on his life very interesting. It was called "Playing With My Kids," and I was so happy to read this post. I had, for a while, thought that Will Richardson was just a bit too obsessed with the blogging thing. Well, it seems like maybe he was. Now he sees other things in his life prioritizing.
Will said something that I have believed to be so true, but people have resisted me: "I really marvel at the people who can continuously carve out the necessary hours every day to write and comment and continue the discussion. And it is great discussion and thinking that’s moving at such a fast pace that it’s getting really hard to keep up with. I have learned a lot. But let’s face it, there are, many more important things out there than Web logs. And I think I need to take back some of that perspective."
In response to this post, I have always thought about people who are not directly involved with blogging everyday. Actually, there are a lot more people out there than some think. And they are not obsessed with globalization, and they go on and perform their daily rituals and do things that are meaningful to them...none of which involve a blog. Will has realized that there are other things more important than telling everyone what you are doing every second of the day...like playing with your kids, making a cup of coffee yourself, washing your own car, talking to someone face to face, and the list goes on. I loved hearing this from the blog-guru. Yes, he is human! So, although Friedman may focus on the whole globalization of the U.S., sometimes it is important to take a step back and say, "what is really important here?"
My Shape-Shifting Portfolio
Over the semester, I have gone through a myriad of feelings from anger, resentment, confusion, pity, guilt, and (thank goodness, or else I would be in a mad house by now) happiness. The different articles and discussions we have had made me go through these changes. At first, I was completely unresponsive to the new age of technology in the classroom. I then transcended to a level of enlightenment, where I decided that, "okay, some of these things I can deal with." Now, I have graduated to a more openness about change. Some of this openness to change has been a direct result of other things going on in my life that have made me come face to face with changes, and others were direct results of this class. Either way, I have changed my perspective. No, I certainly have not done a 360...maybe a 180...or a 175.8. Still, I have develop a tolerance toward the subject of technology in the classroom. Who knows where I will be in the future.
When I read the article by William Kist, I enjoyed seeing how he traveled through changes, as well. In the beginning of the chapter, he talks about how he was, at first, only faced with communication involving mostly film, and he found it extraordinary. Now, though, he has seen more technology and is using it to his advantage.
In terms of my shape-shifting portfolio, people like Kist say it well: "A few writers have tried to imagine what the new literacies classroom might look like[...] with students becoming apprentices to the teachers who model for their students their own symbol uses" (8). I think part of this goes back to how teachers need to know the technology their kids are going to use. Ultimately, we are the professionals in the classroom, but we are also the leaders. We are authoritative, but friendly. We are facilitators, but project-makers ourselves.
I have seen that my views on such an idea as Kist says has changed. I used to think of myself as, yes, the teacher. But not as much as the learner. This class, as well as others, has taught me that teaching is lifelong learning.
Kist also says that "Proponents of the arts in education have always advocated for more media -- such as music, theater, and visual arts -- in schools. These forms allow for "multiple ways of knowing" (9).
I used to believe that media was not as important in schools as the theater and visual arts. And some inkling in the back of my mind, always itching at me, says I am still right. But there is another part of me, influenced by the many writers I have encountered, that says media is another form of these other stated areas.
In summation, the entire semester has been a whirlwind of emotions. I am still pretty emotional about it all, but I have more of a focus now.
When I read the article by William Kist, I enjoyed seeing how he traveled through changes, as well. In the beginning of the chapter, he talks about how he was, at first, only faced with communication involving mostly film, and he found it extraordinary. Now, though, he has seen more technology and is using it to his advantage.
In terms of my shape-shifting portfolio, people like Kist say it well: "A few writers have tried to imagine what the new literacies classroom might look like[...] with students becoming apprentices to the teachers who model for their students their own symbol uses" (8). I think part of this goes back to how teachers need to know the technology their kids are going to use. Ultimately, we are the professionals in the classroom, but we are also the leaders. We are authoritative, but friendly. We are facilitators, but project-makers ourselves.
I have seen that my views on such an idea as Kist says has changed. I used to think of myself as, yes, the teacher. But not as much as the learner. This class, as well as others, has taught me that teaching is lifelong learning.
Kist also says that "Proponents of the arts in education have always advocated for more media -- such as music, theater, and visual arts -- in schools. These forms allow for "multiple ways of knowing" (9).
I used to believe that media was not as important in schools as the theater and visual arts. And some inkling in the back of my mind, always itching at me, says I am still right. But there is another part of me, influenced by the many writers I have encountered, that says media is another form of these other stated areas.
In summation, the entire semester has been a whirlwind of emotions. I am still pretty emotional about it all, but I have more of a focus now.
Friday, April 20, 2007
Media Literacy Project Update
Jami and I met today to continue our media literacy project. We decided that we would have students critically analyze different web sites (google.com, myspace.com, sparknotes.com, wikipedia.com, youtube.com, and imbd.com). They would look through these sites to find out what each site considers to be "credible" information. The students will decide what the "truth" is on each site. How does each site show the truth? Are there multiple truths shown? Is there even any truths shown? Then the students would do a presentation with their group using some sort of technology (podcast, publisher, imovie, iweb, wiki, powerpoint). And then they would have a reflection piece post-presentation by blogging on their individual sites about another group's presentation (they have guidelines). Overall, we think this assignment would be fun for the students, and we have a beginning part where we explain what exactly credibility and the truth is with a comparison between 1965 and 2007 themes.
:)
:)
Wednesday, April 18, 2007
Reaction to YouTube
Jami recently posted a YouTube site about the tazering of a UCLA student. I could not believe the way things went on in that school library. I understand trying to get the student out, but tazering him 4 times!!! That is certainly abusive, especially when they could have dragged him out. After two tazerings, he was so hurt he could not get up...let alone voluntarily walk out handcuffed.
I was amazed at how the college students reacted. They stood up for the student and tried to reason with the police in an orderly way...I thought it was rather mature of them, instead of them getting all angry and starting a physical fight.
Jami is correct...the cell phone coverage was good to have for documentation, and I thought the clarity was pretty good for a cell phone. Just goes to show you how technology could be used, in this case, for something good.
YouTube: http://www.youtube.com/watch?v=5g7zlJx9u2E
I was amazed at how the college students reacted. They stood up for the student and tried to reason with the police in an orderly way...I thought it was rather mature of them, instead of them getting all angry and starting a physical fight.
Jami is correct...the cell phone coverage was good to have for documentation, and I thought the clarity was pretty good for a cell phone. Just goes to show you how technology could be used, in this case, for something good.
YouTube: http://www.youtube.com/watch?v=5g7zlJx9u2E
My Block III Project
Jami and I are working on Media Literacy. We wanted to work with the idea of satire, and we are thinking about using technology to get students to authentically create their own projects. We will give students the resources needed to make the project, then send them on their way to make their own satires using technology...we are not sure yet which tech. element we will utilize, but we are meeting later this week to go over it...we will update you all as soon as we figure it out ourselves! :)
A New Grading System
An article titled "‘Standards-based growth report’ may replace grades" speaks about Buffalo New York's new grading system. Instead of receiving a traditional report card including grades like A, B, or C, the students are evaluated on 54 "academic areas." It gives students and parents an in-depth, factual look at the skills students are strong and weak in. For English, students are measured on 19 points, including:
• “Identifies meaning by analyzing word structure.”
• “Decodes unfamiliar words.”
• “Uses details from text to make predictions, draw conclusions and support interpretations.”
Some people feel that parents are going to want a grade because Americans are so used to looking at a grade to evaluate themselves. Others believe that “This new model brings us from the minor leagues to the major leagues,” said Michael J. O’Brien, principal of Pfc. Williams J. Grabiarz School of Excellence and a member of the report card committee."
I believe that this model is much better than the traditional report card. After all, grades like A, B, or C are subjective and only reflect the teacher's interpretation of the student's learning. If a student does not receive that many grades and one of the grades is poor, then the student is going to get a lower grade than he or she may expect. However, with the new system, students are evaluated matter-of-factly. “It doesn’t say: ‘Very good job,’ ” Battaglia said. “It’s all about the skills. It’s neutral. It doesn’t praise or blame. It says: ‘This is what is.’ ”
One of the best parts of it is that the skills students are evalated on are the same skills by which we create the educational standards on the Regents Examination. So, if students see what skills they are strong or weak in, they can improve so that they can do better on the Regents exam.
I believe this idea focuses on Renee Hobb's definition of a critical education. If students are learning about media literacy, it is very difficult to grade a student with an A, B, or C because interpretations are all going to be different. Rather, if students are evaluated based on if they can or cannot interpret and analyze information, then they can better work on these extremely important skills. Hobbs believes media literacy is an important tool to make students better thinkers and users of the resources around them. If students are shown that they may be weak in the analyzing skill or reflection skill, then they can become even better by working on those skills.
source: http://www.buffalonews.com/258/story/49829.html
• “Identifies meaning by analyzing word structure.”
• “Decodes unfamiliar words.”
• “Uses details from text to make predictions, draw conclusions and support interpretations.”
Some people feel that parents are going to want a grade because Americans are so used to looking at a grade to evaluate themselves. Others believe that “This new model brings us from the minor leagues to the major leagues,” said Michael J. O’Brien, principal of Pfc. Williams J. Grabiarz School of Excellence and a member of the report card committee."
I believe that this model is much better than the traditional report card. After all, grades like A, B, or C are subjective and only reflect the teacher's interpretation of the student's learning. If a student does not receive that many grades and one of the grades is poor, then the student is going to get a lower grade than he or she may expect. However, with the new system, students are evaluated matter-of-factly. “It doesn’t say: ‘Very good job,’ ” Battaglia said. “It’s all about the skills. It’s neutral. It doesn’t praise or blame. It says: ‘This is what is.’ ”
One of the best parts of it is that the skills students are evalated on are the same skills by which we create the educational standards on the Regents Examination. So, if students see what skills they are strong or weak in, they can improve so that they can do better on the Regents exam.
I believe this idea focuses on Renee Hobb's definition of a critical education. If students are learning about media literacy, it is very difficult to grade a student with an A, B, or C because interpretations are all going to be different. Rather, if students are evaluated based on if they can or cannot interpret and analyze information, then they can better work on these extremely important skills. Hobbs believes media literacy is an important tool to make students better thinkers and users of the resources around them. If students are shown that they may be weak in the analyzing skill or reflection skill, then they can become even better by working on those skills.
source: http://www.buffalonews.com/258/story/49829.html
Tuesday, April 17, 2007
Richardson's Blog
On Will's blog, concerning the University of Michigan degree in Social Computing, I was actually surprised Will was not excited about it. Personally, it is not a degree I would want or find interesting, but I thought Will would be thrilled about it. Needless to say, the comments following his post were helpful in defining what Will was trying to say.
I did not think about the situation like Will did. I thought that if they are offering a degree with all of those classes, which sounded like they complemented each other, then why was Will complaining? Isn't this what he wanted?
Then I saw what he meant: literacy does not have to come straight from the classroom. I see his point, and I understand it.
However, for those people who need help in that area, isn't the classroom a good way to get to know media literacy? I mean, ENG307 is in a classroom, but it is not the traditional classroom, and I have never had a class like it before. So, technically speaking, I think the definition of "classroom" Will is referring to is a traditional one.
I did not think about the situation like Will did. I thought that if they are offering a degree with all of those classes, which sounded like they complemented each other, then why was Will complaining? Isn't this what he wanted?
Then I saw what he meant: literacy does not have to come straight from the classroom. I see his point, and I understand it.
However, for those people who need help in that area, isn't the classroom a good way to get to know media literacy? I mean, ENG307 is in a classroom, but it is not the traditional classroom, and I have never had a class like it before. So, technically speaking, I think the definition of "classroom" Will is referring to is a traditional one.
Redefining Literacy
Based on the Ed Week commentary and the ESchool News article, a new wave has approached the educational system. Obviously our communication mediums are changing as more technology replaces older sources.
I found the Ed Week commentary very interesting about abolishing high school. I had not thought about this topic for some time, although I have had it lingering in my mind when I was a student. Many students are not the "school type." They thrive under different social conditions, and many of these students end up dropping out of regular public school and entering a vocational school of some sort. However, I do see the intrinsic advantages of school itself. It is a community, built upon relationships between teachers, administrators, and students. I do not think that school needs to be abolished. But I do believe that school needs to change, and the change starts from the top -- the government -- and trickles down to administrators, teachers, then to the students.
I think the goals of education need to be reworked. In many of my educational classes this semester and last semester, lesson plans were made by first stating the objective and then working the lesson into that objective. OR We did backwards planning, and stated the goal we want for the lesson, and worked backwards to ensure every step related back to the goal.
Shouldn't education be like this?
Administrators and government officials should have priorities set for education as well as goals. Then, they should implement a system that caters to all of those goals and makes those priorities stand out.
Our education system today is based on making new programs but never ensuring they cater to the needs and goals of students and faculty at this time in society.
I found the Ed Week commentary very interesting about abolishing high school. I had not thought about this topic for some time, although I have had it lingering in my mind when I was a student. Many students are not the "school type." They thrive under different social conditions, and many of these students end up dropping out of regular public school and entering a vocational school of some sort. However, I do see the intrinsic advantages of school itself. It is a community, built upon relationships between teachers, administrators, and students. I do not think that school needs to be abolished. But I do believe that school needs to change, and the change starts from the top -- the government -- and trickles down to administrators, teachers, then to the students.
I think the goals of education need to be reworked. In many of my educational classes this semester and last semester, lesson plans were made by first stating the objective and then working the lesson into that objective. OR We did backwards planning, and stated the goal we want for the lesson, and worked backwards to ensure every step related back to the goal.
Shouldn't education be like this?
Administrators and government officials should have priorities set for education as well as goals. Then, they should implement a system that caters to all of those goals and makes those priorities stand out.
Our education system today is based on making new programs but never ensuring they cater to the needs and goals of students and faculty at this time in society.
Tuesday, April 10, 2007
Movement to Make School Days Longer
In response to No Child Left Behind, failing or almost failing schools are looking to lengthen the school day by as little as 30 minutes and as much as 2 hours. "Sen Edward M Kennedy is proposing $50 million-a-year increase in funding of No Child Left Behind to train corps of 40,000 teachers to help schools redesign academic content for extra hours." However, many people are not a fan of this legislation. Parents feel that their children are already in school long enough, teachers need to worry about getting paid adequately, and communities who do not get extra time feel that their students will be behind the other students who stay longer and receive more attention.
Personally, the time extension is a sad and poor response to the failing state of many schools after No Child Left Behind mandated a label for these "at risk" schools. In order to be effective in helping the failing schools, the federal goverment needs to get at the source of the problem, which is NOT that the 7 hours is not enough for students. Instead, the federal government should provide monetary aid to at risk schools who do not have the resources (textbooks, computers, blackboards, etc.) to give their students a chance at success. Other schools that do not have a resource issue most likely have adequate test scores. If teachers, though, cannot get through to their students because they do not have the resources to do it, then extending the time at school will not help! Longer hours will not give teachers more computers, better books, bigger budgets, etc. Only funding will do that.
My proposal for more government spending stems from the fact that failing schools, under NCLB, lose their government funding. Is this not unfair? How can failing schools pick up their test scores if they lose their funding? No offense, but the word "DUH..." comes to mind!
Let's see...longer hours + angry students + frustrated parents = higher test scores?
I am NOT a math major...but this equation is all wrong!
source: http://select.nytimes.com/gst/abstract.html?res=F10813FA39540C758EDDAA0894DF404482
Personally, the time extension is a sad and poor response to the failing state of many schools after No Child Left Behind mandated a label for these "at risk" schools. In order to be effective in helping the failing schools, the federal goverment needs to get at the source of the problem, which is NOT that the 7 hours is not enough for students. Instead, the federal government should provide monetary aid to at risk schools who do not have the resources (textbooks, computers, blackboards, etc.) to give their students a chance at success. Other schools that do not have a resource issue most likely have adequate test scores. If teachers, though, cannot get through to their students because they do not have the resources to do it, then extending the time at school will not help! Longer hours will not give teachers more computers, better books, bigger budgets, etc. Only funding will do that.
My proposal for more government spending stems from the fact that failing schools, under NCLB, lose their government funding. Is this not unfair? How can failing schools pick up their test scores if they lose their funding? No offense, but the word "DUH..." comes to mind!
Let's see...longer hours + angry students + frustrated parents = higher test scores?
I am NOT a math major...but this equation is all wrong!
source: http://select.nytimes.com/gst/abstract.html?res=F10813FA39540C758EDDAA0894DF404482
Learned Helplessness
In the article titled "'Struggling' Adolecents' Engagement in Multimediating: Countering the Institutional Construction of Incompetence," O'Brien lays out a definition of learned helplessness. He described this trait as occurring when students feel that success and failure are outside their means of control. They feel as though they cannot succeed because certain social factors (class, race, gender, etc) hold them back. In addition, they feel that success is permanent and given only to those people who are privileged.
O'Brien tried to help the students by giving them media projects that would allow them to construct their own work. By succeeding at something on their own, the students felt in control of their education. Likewise, they were successful not because of their intrinsic "privileges," but because they worked hard.
O'Brien's study seems like one of many that I have read about before in many classes. Key words and phrases such as Zone of Proximal Development, intrinsic and extrinsic motivation, critical thinking, and scaffolding come to mind. They all fall under a category of ways in which students can become more effective contributors to their daily lives and worlds outside the classroom. I have heard the speeches by other teachers in class and read the essays/articles by other authors including Bomer, Atwell, and Bobrowski. Although I may sound like I am tired of hearing these things, I am not. Don't get me wrong...in fact, I think that when a topic has a following such as the one I speak of, it is an indication of a new wave...the new wave of constructivism.
I did my Honors thesis on the idea of constructivism, and let me tell you, it is a loaded topic. I focused mostly on the critical thinking aspect of constructivism, and that subject alone can yield hundreds of google and database searches.
I think O'Brien has hit the nail on the head. If we give students tangible, possible, and interesting work, then they are more likely to become lifelong readers and critical thinkers.
O'Brien tried to help the students by giving them media projects that would allow them to construct their own work. By succeeding at something on their own, the students felt in control of their education. Likewise, they were successful not because of their intrinsic "privileges," but because they worked hard.
O'Brien's study seems like one of many that I have read about before in many classes. Key words and phrases such as Zone of Proximal Development, intrinsic and extrinsic motivation, critical thinking, and scaffolding come to mind. They all fall under a category of ways in which students can become more effective contributors to their daily lives and worlds outside the classroom. I have heard the speeches by other teachers in class and read the essays/articles by other authors including Bomer, Atwell, and Bobrowski. Although I may sound like I am tired of hearing these things, I am not. Don't get me wrong...in fact, I think that when a topic has a following such as the one I speak of, it is an indication of a new wave...the new wave of constructivism.
I did my Honors thesis on the idea of constructivism, and let me tell you, it is a loaded topic. I focused mostly on the critical thinking aspect of constructivism, and that subject alone can yield hundreds of google and database searches.
I think O'Brien has hit the nail on the head. If we give students tangible, possible, and interesting work, then they are more likely to become lifelong readers and critical thinkers.
Thursday, April 5, 2007
Tech-age
In response to the article, as well as the student voice section, I feel that some english teachers make all other english teacher's lives a mess when they completely restrict technology in the classroom. Who says we cannot use some technology for projects and research? I believe technology will be an important part of my classroom, but not entirely the whole curriculum. Some english teachers that do not follow any Constructivist methods ruin it for all other english teachers who try to bring in the best of both the literary and technology worlds. I do not plan on using technology for everything in my classroom, nor do I believe that I wil rely solely on just books and such. I will try to get a good dynamic of both worlds so that my students are immersed in what they believe is fun and interesting and what I also believe will help them with their futures.
Some teachers rely solely on worksheets taken from textbooks, reading aloud entire books, boring projects, etc. These methods are not good for anyone, whether in the tech-age or not.
Some teachers rely solely on worksheets taken from textbooks, reading aloud entire books, boring projects, etc. These methods are not good for anyone, whether in the tech-age or not.
Response to Technology Counts article
In response to the article, as well as the student voice section, I feel that some english teachers make all other english teacher's lives a mess when they completely restrict technology in the classroom. Who says we cannot use some technology for projects and research? I believe technology will be an important part of my classroom, but not entirely the whole curriculum. Some english teachers that do not follow any Constructivist methods ruin it for all other english teachers who try to bring in the best of both the literary and technology worlds. I do not plan on using technology for everything in my classroom, nor do I believe that I wil rely solely on just books and such. I will try to get a good dynamic of both worlds so that my students are immersed in what they believe is fun and interesting and what I also believe will help them with their futures.
Some teachers rely solely on worksheets taken from textbooks, reading aloud entire books, boring projects, etc. These methods are not good for anyone, whether in the tech-age or not.
Some teachers rely solely on worksheets taken from textbooks, reading aloud entire books, boring projects, etc. These methods are not good for anyone, whether in the tech-age or not.
Friday, March 30, 2007
Lehman Alternative Community School
The world 'alternative' is defined as "employing or following nontraditional or unconventional ideas, methods, etc.; existing outside the establishment." Certainly, the experience I encountered at the Lehman Alternative Community School followed this notion.
By first glance, the exterior of the school is different than most. There is no large drop off area for buses or parents' cars. The front is a bit grungier than, say, Cortland JSHS. When I walked into the school, I first encountered students outside playing hacky-sack. I thought that school must be out since the students were not inside the building.
Inside, the school is also massively different. Students are roaming everywhere, I cannot tell who is a big kid or a teacher, and then I am greeted by a teenage girl introducing herself and asking, "Are you the Cortland students?" Why, yes I am!
We were taken into the All School Meeting. Never before had I seen such an event. Students and teachers sat together on chairs inside the smallest gymnasium I had ever seen. A student stood in the center with an overhead projector, trying his best to lead the meeting. The students and faculty were discussing issues within the school through democratic means: An issue was brought up, read on the overhead, discussion ensued, and voting occurred.
I found that the event was quite disorganized, yet it seemed as if no one was bothered by it, as if it happens all the time. Some students had their iPODS playing in their ears, teachers eating lunch on the chairs, students chatting with each other, and some paying attention.
Then we were given a tour of the school. Since it was previously used as an elementary school, the building was quite small. Luckily, the school had gotten money and was going to be adding a library, new gymnasium, and other additions onto the building.
The weirdest part was the "graffiti room." A room at the bottom end of the building was sectioned off as an area where students can paint anything (within reason and with rules applied) on the walls. The hope is that by doing this, students will not graffiti the bathrooms, lockers, desks, etc.
I am not so sure I like this idea, however. I think the graffiti room does not get to the source of the problem, which is discipline. Students are not taught to control themselves; they are just given a different place to write on.
Overall, the school was very much something different for me to experience. I would probably not have been a good candidate at the school. I enjoyed structure, more formal interaction, and I was motivated by intrinsic things, but also by grades. So, this situation would not have been for me.
It was definitely a wild trip, though, and I am very thankful I went.
By first glance, the exterior of the school is different than most. There is no large drop off area for buses or parents' cars. The front is a bit grungier than, say, Cortland JSHS. When I walked into the school, I first encountered students outside playing hacky-sack. I thought that school must be out since the students were not inside the building.
Inside, the school is also massively different. Students are roaming everywhere, I cannot tell who is a big kid or a teacher, and then I am greeted by a teenage girl introducing herself and asking, "Are you the Cortland students?" Why, yes I am!
We were taken into the All School Meeting. Never before had I seen such an event. Students and teachers sat together on chairs inside the smallest gymnasium I had ever seen. A student stood in the center with an overhead projector, trying his best to lead the meeting. The students and faculty were discussing issues within the school through democratic means: An issue was brought up, read on the overhead, discussion ensued, and voting occurred.
I found that the event was quite disorganized, yet it seemed as if no one was bothered by it, as if it happens all the time. Some students had their iPODS playing in their ears, teachers eating lunch on the chairs, students chatting with each other, and some paying attention.
Then we were given a tour of the school. Since it was previously used as an elementary school, the building was quite small. Luckily, the school had gotten money and was going to be adding a library, new gymnasium, and other additions onto the building.
The weirdest part was the "graffiti room." A room at the bottom end of the building was sectioned off as an area where students can paint anything (within reason and with rules applied) on the walls. The hope is that by doing this, students will not graffiti the bathrooms, lockers, desks, etc.
I am not so sure I like this idea, however. I think the graffiti room does not get to the source of the problem, which is discipline. Students are not taught to control themselves; they are just given a different place to write on.
Overall, the school was very much something different for me to experience. I would probably not have been a good candidate at the school. I enjoyed structure, more formal interaction, and I was motivated by intrinsic things, but also by grades. So, this situation would not have been for me.
It was definitely a wild trip, though, and I am very thankful I went.
Wednesday, March 28, 2007
NCTE -- Students, Teachers, and Parents Speak Out About Technology Integration in Schools
In this recent article from NCTE, students (especially) want to see more integration of technology in math and science. The teachers, parents, and students all feel that learning through real-life problems in these subjects, as well as talking with people in the field and visiting places (such as a green house for science) are better than sitting in the classroom with abstract ideas.
Well...excuse my language...but "Duh!"
We all knew that a long time ago. I guess administrators are just figuring this "constructivist" idea out. Well good! A little late than never.
Students also feel that cell phones should be allowed in school for emergencies and for staying in contact with parents. 97% of students wanted cell phones, but only half of the teachers. I can see both perspectives. Students see it as a means of communication and entertainment, and teachers see it as a distraction.
I would recommend reading the article. It is quite enlightening. Finally, parents are taking more control over their children's education and speaking out, constructively!
source: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6951
Well...excuse my language...but "Duh!"
We all knew that a long time ago. I guess administrators are just figuring this "constructivist" idea out. Well good! A little late than never.
Students also feel that cell phones should be allowed in school for emergencies and for staying in contact with parents. 97% of students wanted cell phones, but only half of the teachers. I can see both perspectives. Students see it as a means of communication and entertainment, and teachers see it as a distraction.
I would recommend reading the article. It is quite enlightening. Finally, parents are taking more control over their children's education and speaking out, constructively!
source: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6951
Sunday, March 25, 2007
My Honor's Thesis
For my Honors Program requirement, I have to do a thesis on a topic of my choice. I went through a long planning period. At first I wanted to do a paper on censorship because Dr. Stearns had influenced me with her own experiences, as well as given me a lot of ideas in ENG374. My second idea was to do a paper on multiculturalism because I was seeing the expansion of new cultures, especially Spanish, into classrooms. Then I moved onto poetry in the classroom, since so many teachers fail at doing this topic well. Finally, I landed on my thesis topic, and I was mostly influenced by AED308, where Dr. Sarver talked about the theory of constructivism. I thought that the theory truly pinpointed my philosophy of teaching. So I decided I would focus on the positive attributes of constructivism in the classroom, with specific interest in three different areas. However, I only got through one of the areas, critical thinking, before seeing my thesis was done with 23 pages. So, I did not need to delve into more. I had underestimated the power of critical thinking!
My writing process went as such: Over the December break, I did a lot of research on constructivism and critical thinking. Dr. Sarver was instrumental in lending me books on both topics, which provided to be invaluable. Also, I had learned a lot in her AED308 class as well as in my PSY332 class. Most of my research came from Paula Bobrowski's work on critical thinking, in specificity the Bellevue University Rubric for Critical Thinking. This rubric outlines critical thinking much like Bloom's Taxonomy. It lists the type of thinkers we become as we grow from the basic phase, the Egocentric Thinker, to the top phase, the Master Thinker.
Other parts of my thesis concentrate on the explanation of the different phases of the rubric, as well as how constructivism looks in the classroom, to the motivation styles constructivist teachers should use to get students to think critically.
One of my friends recently asked me if I enjoyed writing the thesis. I was ambivalent at first, because all I thought about was the hours at the computer and the desk typing and writing tirelessly. But when I thought about it, I really did enjoy the process. I learned a lot from the research I read, and the information I present will be valuable to me in my classroom. Also, I love writing, so the writing aspect was never a burden.
The hardest part of the thesis was deciding what to put in it. I did not want to be to general because the thesis was supposed to cite specific research, and a generalized paper is not informational. I am also at the difficult phase now of revision, but I am finding it to be less of a hassle than I thought.
Overall, I am relieved it is finally over, but I am glad I learned from it. :)
My writing process went as such: Over the December break, I did a lot of research on constructivism and critical thinking. Dr. Sarver was instrumental in lending me books on both topics, which provided to be invaluable. Also, I had learned a lot in her AED308 class as well as in my PSY332 class. Most of my research came from Paula Bobrowski's work on critical thinking, in specificity the Bellevue University Rubric for Critical Thinking. This rubric outlines critical thinking much like Bloom's Taxonomy. It lists the type of thinkers we become as we grow from the basic phase, the Egocentric Thinker, to the top phase, the Master Thinker.
Other parts of my thesis concentrate on the explanation of the different phases of the rubric, as well as how constructivism looks in the classroom, to the motivation styles constructivist teachers should use to get students to think critically.
One of my friends recently asked me if I enjoyed writing the thesis. I was ambivalent at first, because all I thought about was the hours at the computer and the desk typing and writing tirelessly. But when I thought about it, I really did enjoy the process. I learned a lot from the research I read, and the information I present will be valuable to me in my classroom. Also, I love writing, so the writing aspect was never a burden.
The hardest part of the thesis was deciding what to put in it. I did not want to be to general because the thesis was supposed to cite specific research, and a generalized paper is not informational. I am also at the difficult phase now of revision, but I am finding it to be less of a hassle than I thought.
Overall, I am relieved it is finally over, but I am glad I learned from it. :)
Saturday, March 24, 2007
My observations + Friedman
In my classroom observations of high school students, most teachers do not employ the strategies Friedman says is crucial for future job opportunities. In the classrooms I see, most students are not shown to be collaborative, but rather are pushed to do individual work and have their work be conceptualized as an individual product. Friedman would say to give students more opportunities to collaborate with other students, to bounce ideas off of each other, and to get connected to other students globally.
Also, students in classes are not taught to explain themselves. The explanation part that Friedman refers to is also a part of critical thinking because if one is to explain the complexity of something, then one needs to understand all of its parts against the larger backdrop. Friedman would want students to have to reflect on their actions, to justify themselves so that they can otherwise explain why they did something and how they did it.
I believe students are not being challenged enough in schools today. I may not fully believe in all of Friedman's ideas, but I do believe that education needs to be reformed. Students need to be more critical thinkers, explainers, and adapters.
Also, students in classes are not taught to explain themselves. The explanation part that Friedman refers to is also a part of critical thinking because if one is to explain the complexity of something, then one needs to understand all of its parts against the larger backdrop. Friedman would want students to have to reflect on their actions, to justify themselves so that they can otherwise explain why they did something and how they did it.
I believe students are not being challenged enough in schools today. I may not fully believe in all of Friedman's ideas, but I do believe that education needs to be reformed. Students need to be more critical thinkers, explainers, and adapters.
Friedman and YouTube
In Friedman's chapters 5 and 6, the jobs by which future employees will be in was discussed. Here is a quick outline:
Fungible refers to "work that can be easily digitized, automated, or transferred abroad is fungible" (278). The jobs that we hear of as being outsourced are fungible.
Untouchables are "people whose jobs cannot be outsourced, digitized, or automated" (278). These jobs include the following:
1) Great collaborators and orchestrators
people who are masters of collaborating "within and between companies."
ie sales, marketing, maintenance, and management
people who are good with working for global companies, not just in the local region, and "translating its services for the local market"
2) Great synthesizers
new business of "mash-ups," which is just mashing together two different web-based tools
ie merging google.com and craiglist.org
3) Great Explainers
People who can explain the complexities of certain topics (ie how to work a digital camera)
ie "The pure backroom technical person, who does not have good people skills, might be mess in demand. And the good people person, who might just be one chapter ahead of the clients in terms of understanding digital photography, becomes more valuable -- because he or she is a really good explainer."
4) Great Leveragers
People who can design computer programs that allow others to work smarter and faster
**This subtopic is the one I had the most trouble understanding**
5) Great Adapters
"employees who are more adaptable and versatile."
capable of "not only constantly adapting but also of constantly learning and growing."
be able to switch jobs rapidly and continuously
6) The Green People
People who deal with "renewable energies and environmentally sustainable systems."
agriculturally (hence 'green') based jobs
7) Passionate Personalizers
People who entertain others
exhibits "pure passion, sometimes it is pure entertainment, sometimes it is a creative touch that no one else thought of adding, but what it always does is take a routine task and upgrade it into a new middle job."
ie generous employee at a local coffee shop or the man at Yankee stadium that blows up balloon bats for fans
8) Great Localizers
People who are involved in small and medium-sized businesses
The YouTube movie was similar. The makers showed that just because we are "American" does not make us stand out anymore because the world has become so globalized that other countries are becoming more competitive.
I must say that the concluding lines that said "by 2049 a $1,000 computer will exceed the computational capabilities of the human race." That line is extremely scary, and I truly hope it DOES NOT happen. I do not want a computer chip thinking for me, let alone me plus the entire human race. That is why we are humans...because we are individuals. If we take away our individuality, what do we have left? Nothing. The difference between us and plants is that we can think for ourselves...but if this prior line comes true, there really is no difference.
Fungible refers to "work that can be easily digitized, automated, or transferred abroad is fungible" (278). The jobs that we hear of as being outsourced are fungible.
Untouchables are "people whose jobs cannot be outsourced, digitized, or automated" (278). These jobs include the following:
1) Great collaborators and orchestrators
people who are masters of collaborating "within and between companies."
ie sales, marketing, maintenance, and management
people who are good with working for global companies, not just in the local region, and "translating its services for the local market"
2) Great synthesizers
new business of "mash-ups," which is just mashing together two different web-based tools
ie merging google.com and craiglist.org
3) Great Explainers
People who can explain the complexities of certain topics (ie how to work a digital camera)
ie "The pure backroom technical person, who does not have good people skills, might be mess in demand. And the good people person, who might just be one chapter ahead of the clients in terms of understanding digital photography, becomes more valuable -- because he or she is a really good explainer."
4) Great Leveragers
People who can design computer programs that allow others to work smarter and faster
**This subtopic is the one I had the most trouble understanding**
5) Great Adapters
"employees who are more adaptable and versatile."
capable of "not only constantly adapting but also of constantly learning and growing."
be able to switch jobs rapidly and continuously
6) The Green People
People who deal with "renewable energies and environmentally sustainable systems."
agriculturally (hence 'green') based jobs
7) Passionate Personalizers
People who entertain others
exhibits "pure passion, sometimes it is pure entertainment, sometimes it is a creative touch that no one else thought of adding, but what it always does is take a routine task and upgrade it into a new middle job."
ie generous employee at a local coffee shop or the man at Yankee stadium that blows up balloon bats for fans
8) Great Localizers
People who are involved in small and medium-sized businesses
The YouTube movie was similar. The makers showed that just because we are "American" does not make us stand out anymore because the world has become so globalized that other countries are becoming more competitive.
I must say that the concluding lines that said "by 2049 a $1,000 computer will exceed the computational capabilities of the human race." That line is extremely scary, and I truly hope it DOES NOT happen. I do not want a computer chip thinking for me, let alone me plus the entire human race. That is why we are humans...because we are individuals. If we take away our individuality, what do we have left? Nothing. The difference between us and plants is that we can think for ourselves...but if this prior line comes true, there really is no difference.
Wednesday, March 21, 2007
iMovie Experience
After completing our iMovie group project, I am relieved to be finished and proud of the finished project. Savanna, Nichole, and I enjoyed the process, even though it was surely time consuming. All three of us were able to sign out cameras, and we had our storyboard completed before the shooting. Getting the interviews was exciting, especially when we get footage that really helped develop our topic of "campus parking issues."
Here are my recommendations for other groups:
- try to sign out as many cameras in your group as you can...they seem to be more flexible than they appear!
- plan out exactly how you want the movie to go...if you have a storyboard, then you do not have to question what you shoot
- plan to take the time to upload all of your footage...the amount of footage you take = the amount of time to upload (ie 40 minutes of footage = 40 minutes to upload)
- before you upload, watch all of your footage, then make notes on which parts you want to upload (then you don't waste time)
- crop, crop, crop...sometimes more is not the best...short, cut, choppy footage can sometimes enhance a project depending on the topic
Good luck with your projects when you do it...consult the Macintosh iLife 06' textbook, and feel free to ask me! :)
Here are my recommendations for other groups:
- try to sign out as many cameras in your group as you can...they seem to be more flexible than they appear!
- plan out exactly how you want the movie to go...if you have a storyboard, then you do not have to question what you shoot
- plan to take the time to upload all of your footage...the amount of footage you take = the amount of time to upload (ie 40 minutes of footage = 40 minutes to upload)
- before you upload, watch all of your footage, then make notes on which parts you want to upload (then you don't waste time)
- crop, crop, crop...sometimes more is not the best...short, cut, choppy footage can sometimes enhance a project depending on the topic
Good luck with your projects when you do it...consult the Macintosh iLife 06' textbook, and feel free to ask me! :)
Monday, March 19, 2007
Teaching at the Middle Level
In the internet article titled "Trying to Find Solutions in Chaotic Middle Schools," I found it disheartening that so many schools are having difficulty reaching their middle school students, but also englightening that the problem is being recognized, and attempts are being made to try to ameliorate the issues.
Many of the students at the middle level just do not seem to care about the role that school plays in their lives. They are much more concerned about their personal lives. For example, girls want to keep up with the latest clothing and accessory fashion, while boys want to listen to music on their ipod.
I think one of the ways to hook the students is to find some way to appeal to them; connect the curriculum to their lives. Every ounce of school curriculum, especially in English, can be applied to their lives and current concerns.
Want to improve writing skills? Have students apply for jobs.
Want to learn critical reading skills? Read books such as Speak and other YA lit that address similar concerns.
There are certainly ways to hook the students. In ENG307 and other courses I have taken (AED441, AED408, AED341, AED308), we have discussed how to make English Language Arts meaningful to students. The context of the topics needs to relate to the students. I am not huge for technology, but certain modes can be used (PowerPoint, imovie, website design, iTunes, etc).
Many of the students at the middle level just do not seem to care about the role that school plays in their lives. They are much more concerned about their personal lives. For example, girls want to keep up with the latest clothing and accessory fashion, while boys want to listen to music on their ipod.
I think one of the ways to hook the students is to find some way to appeal to them; connect the curriculum to their lives. Every ounce of school curriculum, especially in English, can be applied to their lives and current concerns.
Want to improve writing skills? Have students apply for jobs.
Want to learn critical reading skills? Read books such as Speak and other YA lit that address similar concerns.
There are certainly ways to hook the students. In ENG307 and other courses I have taken (AED441, AED408, AED341, AED308), we have discussed how to make English Language Arts meaningful to students. The context of the topics needs to relate to the students. I am not huge for technology, but certain modes can be used (PowerPoint, imovie, website design, iTunes, etc).
Chapter 7: Adolescents in the Digital Age
In the second portion of the article, I found that the authors made some interesting claims regarding student and teacher roles. We are constantly hearing in ENG307 and other courses the question of 'what are our roles as English teachers?'
In order to be effective teachers, we need to ask ourselves two questions:
how do we see our students?
how do we view ourselves as teachers?
For the first question, we must examine how we think of our students. Do we see them as mere imitators, or as authentic producers? Do we see them as hormonal adolescents defined by biologically bounded habits, or as creative explorers of a novel world?
For the second question, we must look at how we perceive our role as the teacher. Are we in charge of the student production, or do we act as guiders? Do we relinquish total control to the students, or do we choose times to give freedom and seize control? Do we want our students to view us as their friends, their authority, or both?
I believe these questions are vital to ask ourselves as we explore our classes. I personally do not view all adolescents by biologically defined parameters. Not every student is going to act according to a scale and change based on their birthdays. Students are unique individuals who need to be treated as such, with fragility and understanding, since age is merely a construction, not a standard by which to set all expectations.
In order to be effective teachers, we need to ask ourselves two questions:
how do we see our students?
how do we view ourselves as teachers?
For the first question, we must examine how we think of our students. Do we see them as mere imitators, or as authentic producers? Do we see them as hormonal adolescents defined by biologically bounded habits, or as creative explorers of a novel world?
For the second question, we must look at how we perceive our role as the teacher. Are we in charge of the student production, or do we act as guiders? Do we relinquish total control to the students, or do we choose times to give freedom and seize control? Do we want our students to view us as their friends, their authority, or both?
I believe these questions are vital to ask ourselves as we explore our classes. I personally do not view all adolescents by biologically defined parameters. Not every student is going to act according to a scale and change based on their birthdays. Students are unique individuals who need to be treated as such, with fragility and understanding, since age is merely a construction, not a standard by which to set all expectations.
Chapter 3: Adolescents in the Digital Age
In chapter 3 of the article, I found some issues presented to be noteworthy (while I also disagreed with others). I will highlight the parts I agreed with.
Firstly, King and O'Brien state that many schools have a basic curriculum "with enriching real-life learning activities taking place in private, pay-as-you-go spaces and oportunities" (45), meaning that if students want to participate in a worthwhile, life changing event, they are going to have to pay money because the school environment gives students only the basic skills for competency.
I believe this idea is generally a true trend in today's schools, but not always. For example, many schools allow students to participate in clubs or sports activities, but if a student has to work after school in order to help his parents pay their bills, then he is at a disadvantage.
The writers also note that schools sometimes label themselves as "educationally disadvantaged," "at risk," or "struggling" in order to take the blame off of the schools for a lack of student competency. However, the real culpable unit is the schools themselves. The students are merely producing what the school asks of them, and the studentss economic abilities or inabilities cannot be held accountable.
As an establishment, schools must require students to perform at a certain level and provide the resources in order to get there. The excuse that the student body is predominantly from a certain social or economic background is not legitimate. Therefore, schools need standards by which they expect and help students achieve success.
Firstly, King and O'Brien state that many schools have a basic curriculum "with enriching real-life learning activities taking place in private, pay-as-you-go spaces and oportunities" (45), meaning that if students want to participate in a worthwhile, life changing event, they are going to have to pay money because the school environment gives students only the basic skills for competency.
I believe this idea is generally a true trend in today's schools, but not always. For example, many schools allow students to participate in clubs or sports activities, but if a student has to work after school in order to help his parents pay their bills, then he is at a disadvantage.
The writers also note that schools sometimes label themselves as "educationally disadvantaged," "at risk," or "struggling" in order to take the blame off of the schools for a lack of student competency. However, the real culpable unit is the schools themselves. The students are merely producing what the school asks of them, and the studentss economic abilities or inabilities cannot be held accountable.
As an establishment, schools must require students to perform at a certain level and provide the resources in order to get there. The excuse that the student body is predominantly from a certain social or economic background is not legitimate. Therefore, schools need standards by which they expect and help students achieve success.
Sunday, March 18, 2007
Writing Workshop
For all of those people who do not get the English Journal, which is a great perk if you join NCTE and pay the $10.00 or so for the entire year subscription, I read a great article about the writing workshop. Many of my peers who are in AED408 this semester have been talking about the writing workshop since the beginning of the semester. Some others may know it as the "Atwell classroom." For those who are still confused, the writing workshop is basically this: students work individually and collaboratively with various writing assignments while keeping their own portfolios and involving themselves in hard-core revision and editing processes in order to create authentic work. Nancy Atwell is one of the leading teachers who use a writing workshop. At the DATE conference, one of the afternoon presentations was about the writing workshop.
In the English Journal, the article I read focused on the "literacy café." Basically, the idea is that at the end of a genre study or when students have reached a particular milestone or goal in their writing, the teacher will give students the opportunity to publish their work. The teacher sets aside a day for students to reflect on and share their work. Tables are set up with tablecloths, possibly a flower arrangement for the center, chairs around the tables, each student's work spread on one of the tables, and a refreshments table with various drinks and goodies. Other faculty (from the principal/administration to other teachers), parents, and other students can share in the event.
I truly like this idea. I am a believer in the benefits of the writing workshop, and I think the literacy café would peak the students interest and allow them to showcase their work. Plus. bringing in parents/faculty/other students allows for community involvement.
I thought the café can even be bumped up a notch by holding the event during an evening or night time, so parents can all attend and more time can be allotted. Maybe the event can become a monthly or bimonthly gathering!
Overall, what is better than student reflection, authentic work, and community involvement? Ooh, do you smell that? Aah, yes! It is the smell of social justice! Authentic learning! Individual identities! Reflection and empathy! Bloom's Taxonomy, here I come! Woo hoo!
In the English Journal, the article I read focused on the "literacy café." Basically, the idea is that at the end of a genre study or when students have reached a particular milestone or goal in their writing, the teacher will give students the opportunity to publish their work. The teacher sets aside a day for students to reflect on and share their work. Tables are set up with tablecloths, possibly a flower arrangement for the center, chairs around the tables, each student's work spread on one of the tables, and a refreshments table with various drinks and goodies. Other faculty (from the principal/administration to other teachers), parents, and other students can share in the event.
I truly like this idea. I am a believer in the benefits of the writing workshop, and I think the literacy café would peak the students interest and allow them to showcase their work. Plus. bringing in parents/faculty/other students allows for community involvement.
I thought the café can even be bumped up a notch by holding the event during an evening or night time, so parents can all attend and more time can be allotted. Maybe the event can become a monthly or bimonthly gathering!
Overall, what is better than student reflection, authentic work, and community involvement? Ooh, do you smell that? Aah, yes! It is the smell of social justice! Authentic learning! Individual identities! Reflection and empathy! Bloom's Taxonomy, here I come! Woo hoo!
Friday, March 16, 2007
Trying to Teach May Just Get You Fired!
In a recent article sent out by NCTE titled "Lesson in poetry gets a teacher in trouble," a Florida teacher has been put on leave from her high school teaching position after parents called the principal and argued that she was writing and speaking about derogotory terms in her classroom.
Melody Irizarry, 40, a second-year language arts teacher at Chiefland High School, was doing a poetry study in her classroom, showing her students how "in poetry [words are used] to describe or label other people and how the significance of those words have changed over time."
Some students went home and told their parents about the lesson, and outraged parents sought the administration. Some parents went to the teacher's defense, though:
"Cheryl Hopper's son Greg has been in Irizarry's class for two years. Hopper said Greg had the same poetry lesson last year in Irizarry's class.She said her son was no teacher's pet - that he had been written up earlier in the year and otherwise disciplined by Irizarry.But Hopper said she and her son respected the lesson Irizarry presented."What she taught in that class was more than just about words. It was also about the influence of words and that calling someone a name at any level will not only influence their life but it will also influence your life," Hopper said. "It helped my son to understand that he should respect everyone."
Personally, I find the parents that went against the teacher to be terrible examples for their children. Do the parents expect the students to sit idle in class and not be exposed to the problems in their society? Irizarry was trying to show her students the relevance of stereotypes and labels in poetry and how they affect a person's perception of others...a wonderful idea!
I guess as teachers we have to worry about trying to show our students anything worthwhile...how sad!
source: http://www.gainesville.com/apps/pbcs.dll/article?AID=/20070308/LOCAL/703080349/-1/news
Melody Irizarry, 40, a second-year language arts teacher at Chiefland High School, was doing a poetry study in her classroom, showing her students how "in poetry [words are used] to describe or label other people and how the significance of those words have changed over time."
Some students went home and told their parents about the lesson, and outraged parents sought the administration. Some parents went to the teacher's defense, though:
"Cheryl Hopper's son Greg has been in Irizarry's class for two years. Hopper said Greg had the same poetry lesson last year in Irizarry's class.She said her son was no teacher's pet - that he had been written up earlier in the year and otherwise disciplined by Irizarry.But Hopper said she and her son respected the lesson Irizarry presented."What she taught in that class was more than just about words. It was also about the influence of words and that calling someone a name at any level will not only influence their life but it will also influence your life," Hopper said. "It helped my son to understand that he should respect everyone."
Personally, I find the parents that went against the teacher to be terrible examples for their children. Do the parents expect the students to sit idle in class and not be exposed to the problems in their society? Irizarry was trying to show her students the relevance of stereotypes and labels in poetry and how they affect a person's perception of others...a wonderful idea!
I guess as teachers we have to worry about trying to show our students anything worthwhile...how sad!
source: http://www.gainesville.com/apps/pbcs.dll/article?AID=/20070308/LOCAL/703080349/-1/news
Thursday, March 8, 2007
DATE conference -- Session 2
The second technology session I attended was Georgia Peach's "Addicted to Dickens." I introduced Georgia, and I was interested in the way she used the internet in her Dickens book curriculum.
Georgia's school was fed up with the traditional approach to teaching Dickens (worksheets, vocab books, quizzes, etc.) So she decided to take the historical approach, just like Dickens did, and serialize the chapters.
She set up a web site so that every week the students received a new serialized installment of the novel. The students were able to view the chapter on the web, and they were given assignments based on the reading.
The Dickens novels, A Tale of Two Cities and Great Expectations, are more appealing to students when they can read them in serialization, since the novels themselves are typically very long and laborious for students to digest all at one time.
When Georgia posts the chapters to the web site, she puts notes in the margins for difficult words or historical references the students may not know about.
Overall, Georgia uses the internet instead of giving out the novels like she traditionally did so that she can grab the students attention as well as involve the community. Since the internet is available to all people, anyone in the community can receive the installment chapters. Also, the parents get involved since the assignments are through the internet, and Georgia has had parents contact her regarding the assignments if she has not posted it yet on a Friday afternooon (everyone seems so excited about it that they can't wait for the chapter to be put up).
The novels are done from September through May, with every Friday devoted to Dickens.
Georgia's school was fed up with the traditional approach to teaching Dickens (worksheets, vocab books, quizzes, etc.) So she decided to take the historical approach, just like Dickens did, and serialize the chapters.
She set up a web site so that every week the students received a new serialized installment of the novel. The students were able to view the chapter on the web, and they were given assignments based on the reading.
The Dickens novels, A Tale of Two Cities and Great Expectations, are more appealing to students when they can read them in serialization, since the novels themselves are typically very long and laborious for students to digest all at one time.
When Georgia posts the chapters to the web site, she puts notes in the margins for difficult words or historical references the students may not know about.
Overall, Georgia uses the internet instead of giving out the novels like she traditionally did so that she can grab the students attention as well as involve the community. Since the internet is available to all people, anyone in the community can receive the installment chapters. Also, the parents get involved since the assignments are through the internet, and Georgia has had parents contact her regarding the assignments if she has not posted it yet on a Friday afternooon (everyone seems so excited about it that they can't wait for the chapter to be put up).
The novels are done from September through May, with every Friday devoted to Dickens.
DATE conference -- Session 1
The first technology session I attended for the DATE conference was Shade Gomez's "Incoporating Technology in the Classroom." All I have to say is...WOW!
Shade spoke about the ways in which teachers can use PowerPoint effectively in the classroom. Some tips are to keep text brief (two sentences at the max for each slide), use bullets, and know your audience.
Shade then showed us student work from various years. His class was "project based," and he used Shakespeare for his influence, so the students were able to make their own assignments. Students came up with a variety of ideas:
woodworking, tee shirts, hats, bead work, metal work, audio files, movie files, etc.
One of the best student work I saw was a "discovery channel" type of video. The students role played in the characters in Hamlet, and made it a modern day twist by using interviews like the Discovery Channel does today.
Students even made their own music, sang or played, and converted it to an audio file.
I was most amazed at the length the students went to do the assignments. They got so into their work, so it just shows us that if students are inspired and interesting enough, then they can make amazing products.
Shade spoke about the ways in which teachers can use PowerPoint effectively in the classroom. Some tips are to keep text brief (two sentences at the max for each slide), use bullets, and know your audience.
Shade then showed us student work from various years. His class was "project based," and he used Shakespeare for his influence, so the students were able to make their own assignments. Students came up with a variety of ideas:
woodworking, tee shirts, hats, bead work, metal work, audio files, movie files, etc.
One of the best student work I saw was a "discovery channel" type of video. The students role played in the characters in Hamlet, and made it a modern day twist by using interviews like the Discovery Channel does today.
Students even made their own music, sang or played, and converted it to an audio file.
I was most amazed at the length the students went to do the assignments. They got so into their work, so it just shows us that if students are inspired and interesting enough, then they can make amazing products.
Monday, February 26, 2007
RSS Feeds
An RSS feed links people together by showing them the latest content on such media as blogs, podcasts, etc.
I use a few RSS feeds just on this blog...people around the world can see my new content as it is blogged, view who has seen my blog recently, view my pictures and my profile, and view my "delicious" sites.
I also subscribe to 43things.com, where people can see the latest feeds on my interests/life goals.
In the classroom, I can see RSS feeds being used in a number of ways. First of all, isn't the classroom environment an RSS feed in itself? Students learn from each other, the teacher gives new information as she sees it, and the students can interact.
The teacher could also give students the opportunity to create their own blogs, which would serve as an RSS feed. The students can also use social bookmarkings as RSS feeds.
I use a few RSS feeds just on this blog...people around the world can see my new content as it is blogged, view who has seen my blog recently, view my pictures and my profile, and view my "delicious" sites.
I also subscribe to 43things.com, where people can see the latest feeds on my interests/life goals.
In the classroom, I can see RSS feeds being used in a number of ways. First of all, isn't the classroom environment an RSS feed in itself? Students learn from each other, the teacher gives new information as she sees it, and the students can interact.
The teacher could also give students the opportunity to create their own blogs, which would serve as an RSS feed. The students can also use social bookmarkings as RSS feeds.
What Education "Buys"
In the TIMES article, the author notes that the American colledge education seems to be highly overrated. Students pour way too much money into an education that will not give them any particular direction in life after school.
Caldwell believes that the push to lower the cost for a college education was a step in the right direction, but the college experience is only ideal for a certain amount of the American population. Some people ar right for college, and some are not, according to Caldwell.
Friedman would say that Caldwell's idea is a bit pessimistic. That only a certain amount of people can achieve success in college is subjective and does not show the endless possibilities and resources college can give.
Friedman would also believe that Caldwell does not embrace the globalized world. Caldwell references French culture and schooling. He believes that the French have a better understanding of education, and make more possibilities for French students. Friedman would oppose Caldwell because Friedman believes the world is connected. Through globalization and the "3.0" theory, all countries are connected and have the potential of using similar resources.
Caldwell believes that the push to lower the cost for a college education was a step in the right direction, but the college experience is only ideal for a certain amount of the American population. Some people ar right for college, and some are not, according to Caldwell.
Friedman would say that Caldwell's idea is a bit pessimistic. That only a certain amount of people can achieve success in college is subjective and does not show the endless possibilities and resources college can give.
Friedman would also believe that Caldwell does not embrace the globalized world. Caldwell references French culture and schooling. He believes that the French have a better understanding of education, and make more possibilities for French students. Friedman would oppose Caldwell because Friedman believes the world is connected. Through globalization and the "3.0" theory, all countries are connected and have the potential of using similar resources.
2.0 to 3.0
In response to Friedman's discussion of transforming from a 2.0 to 3.0 world, ELA teachers should be wary when we try to bring our students from one dimensional learners to three dimensional learners. Friedman explains that when we go from a 2.0 to a 3.0 world, we go from a "platform" of communication between people to a "platform" of communication between countries that would not have had the opportunities to communicate prior.
In the classroom, this idea translates to making the door open for opportunities of communication at all levels. Whether through literature, the internet, research projects, or blogging, the 3.0 world expands our imaginations on what we have to explore.
Students in the 3.0 world will be able to communicate on a wider range than a 2.0 world. They will be more effective communicators so that they can learn alongside people from other settings (ie different countries).
Students can involve themselves in pen pals through blogs or podcasts. They will be able to converse with students from other towns, cities, states, even countries.
My concern is that students are shown how to communicate with their peers around them. It is amazing to communicate with people via satellite (ie computers, podcasts), but students need to be able to have person to person interaction. I feel this component of communication is more important. Once students master the person to person skills, then the 3.0 world can be in the near future. But I do not believe that person to person interaction is below the country to country interaction.
In the classroom, this idea translates to making the door open for opportunities of communication at all levels. Whether through literature, the internet, research projects, or blogging, the 3.0 world expands our imaginations on what we have to explore.
Students in the 3.0 world will be able to communicate on a wider range than a 2.0 world. They will be more effective communicators so that they can learn alongside people from other settings (ie different countries).
Students can involve themselves in pen pals through blogs or podcasts. They will be able to converse with students from other towns, cities, states, even countries.
My concern is that students are shown how to communicate with their peers around them. It is amazing to communicate with people via satellite (ie computers, podcasts), but students need to be able to have person to person interaction. I feel this component of communication is more important. Once students master the person to person skills, then the 3.0 world can be in the near future. But I do not believe that person to person interaction is below the country to country interaction.
Monday, February 19, 2007
Matching the Standards
The NCTE English Language Arts standards are quite similar to the PLS standards. For example
"Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works"
is just like the PLS standard that proclaims
"Media literacy is essential for the development of informed, reflective and active citizens in a democratic society."
Both of these standards show that literacy is about expanding a person's knowledge and understanding about the society around them so that they can be more effective citizens and individuals.
The NCTE standard that says
"Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics)"
is also like the PLS standard that says
"Media Literacy teaches critical thinking skills such as understanding bias and credibility through rigorous analysis of appropriate media documents."
Both of these standards show that critical analysis skills are used whether through media literacy or any other type of literacy.
Overall, the standards between the NCTE and the PLS principles are all interrelated because they are all aimed at improving the lives of students. When the standards are built upon a constructivist, educationally sound pedagogy, then the directions and aims of the administrators and "higher ups" will all be similar.
"Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works"
is just like the PLS standard that proclaims
"Media literacy is essential for the development of informed, reflective and active citizens in a democratic society."
Both of these standards show that literacy is about expanding a person's knowledge and understanding about the society around them so that they can be more effective citizens and individuals.
The NCTE standard that says
"Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics)"
is also like the PLS standard that says
"Media Literacy teaches critical thinking skills such as understanding bias and credibility through rigorous analysis of appropriate media documents."
Both of these standards show that critical analysis skills are used whether through media literacy or any other type of literacy.
Overall, the standards between the NCTE and the PLS principles are all interrelated because they are all aimed at improving the lives of students. When the standards are built upon a constructivist, educationally sound pedagogy, then the directions and aims of the administrators and "higher ups" will all be similar.
Media Literacy
When I read the PLS media literacy principles, I remembered a class I took in high school called Broadcast Journalism. Like the PLS principles, we were taught to analyze the media, mostly television. We would pick apart news shows in order to see how messages are portrayed and the target audiences used for different shows.
The PLS principles are evocative and interesting. I believe that "Media Literacy teaches critical thinking skills such as understanding bias and credibility through rigorous analysis of appropriate media documents" is one of the most profound of the principles. As teachers, we strive to show our students how to use critical analysis when they view the world around them."
What better way than to critique the forums that they are confronted with every day (ie media)?
Hobbs' research shows that teachers are branching literacy to also incorporate "media" literacy. In this ever-changing world, students need to be able to interact and scrutinize the world around them. If they are constantly bombarded with television, then they should be aware of how television is being portrayed. More importantly, students should be able to find the faults with the media as well as embrace the positive advantages.
I believe that media literacy not only helps analyze the media, but it also prepares students to analyze other forums, such as their own behavior, literature, etc. The skills used in MEDIA literacy can be used for ALL literacy and ALL facets of life.
The PLS principles are evocative and interesting. I believe that "Media Literacy teaches critical thinking skills such as understanding bias and credibility through rigorous analysis of appropriate media documents" is one of the most profound of the principles. As teachers, we strive to show our students how to use critical analysis when they view the world around them."
What better way than to critique the forums that they are confronted with every day (ie media)?
Hobbs' research shows that teachers are branching literacy to also incorporate "media" literacy. In this ever-changing world, students need to be able to interact and scrutinize the world around them. If they are constantly bombarded with television, then they should be aware of how television is being portrayed. More importantly, students should be able to find the faults with the media as well as embrace the positive advantages.
I believe that media literacy not only helps analyze the media, but it also prepares students to analyze other forums, such as their own behavior, literature, etc. The skills used in MEDIA literacy can be used for ALL literacy and ALL facets of life.
Saturday, February 17, 2007
Blue Man Group
I recently went to New York City to see Blue Man Group perform. What an amazing time! I certainly recommend everyone see this show if they have the opportunity to...I believe they are coming to our upstate area in March.
Viewing it from a ENG307 standpoint, I found the perspectives of the show's creators very interesting. The show is basically a music-based performance in which the "blue men" put on different skits, and many of the skits were a direct reflection of the changing technological times.
Most of the skits involved some type of technology, such as computer animation and such. Some skits were introduced by a video screen that talked about the ways in which our world is becoming more intertwined as the days go on, and that we are all connected through........PLUMBING. They made a complete pun on the internet by using the plumbing system as a metaphor...very funny, yet I interpreted this as almost a mock on the internet.
They also showed three posters...one of a fish painting created by an artist that put paint on an actual fish then put the fish paint side down on the canvas. This poster captures the "pain of the artist and the subject."
The second poster was a 3D image of a fish, made out of paper material. The artist for this poster wanted to capture the real life pain the fish went through.
The third poster was a computer screen that read "FISH." The narrator said that this painting is based on the necessity for the artist to get as far away from the subject as possible, and that this poster showed how people think today.
The point of this skit was to show that art is not about computers, but rather about AUTHENTIC artistic expression, such as the first poster. (I totally agreed with this, of course)
Paradoxically, the show used a lot of computer animation. I think the show's creators were trying to show that computers and technology can be fun and exciting to see, but that ultimately the real artistic expression is through personal thought and action.
All of the percussion was done without technology, just by the performers themselves (they are certainly masters of their craft...AMAZING percussion!)
Viewing it from a ENG307 standpoint, I found the perspectives of the show's creators very interesting. The show is basically a music-based performance in which the "blue men" put on different skits, and many of the skits were a direct reflection of the changing technological times.
Most of the skits involved some type of technology, such as computer animation and such. Some skits were introduced by a video screen that talked about the ways in which our world is becoming more intertwined as the days go on, and that we are all connected through........PLUMBING. They made a complete pun on the internet by using the plumbing system as a metaphor...very funny, yet I interpreted this as almost a mock on the internet.
They also showed three posters...one of a fish painting created by an artist that put paint on an actual fish then put the fish paint side down on the canvas. This poster captures the "pain of the artist and the subject."
The second poster was a 3D image of a fish, made out of paper material. The artist for this poster wanted to capture the real life pain the fish went through.
The third poster was a computer screen that read "FISH." The narrator said that this painting is based on the necessity for the artist to get as far away from the subject as possible, and that this poster showed how people think today.
The point of this skit was to show that art is not about computers, but rather about AUTHENTIC artistic expression, such as the first poster. (I totally agreed with this, of course)
Paradoxically, the show used a lot of computer animation. I think the show's creators were trying to show that computers and technology can be fun and exciting to see, but that ultimately the real artistic expression is through personal thought and action.
All of the percussion was done without technology, just by the performers themselves (they are certainly masters of their craft...AMAZING percussion!)
Sunday, February 11, 2007
Reading Skills Dwindling
In a recent NCTE article titled "Taking teens back to basics of reading," Karen Rouse describes a situation that is a reality in many high schools and middle schools across the country: students are reading at half of the age level they should be at.
Teachers find that they have to "reteach" students to read at the high school level. The students' level of reading competency is so low that they cannot produce the assignments and expectations that teachers have for them coming into 9th grade.
What to do about the dilemma? Some suggestions are to be more open to reading at home and to have reading instruction in the classroom. Of course, this would take away from actual instruction on more critical skills, but these students cannot function on a higher level if they do not have the basics.
Some attribute the lack of high expectations in the past. Whereas today teachers have higher goals for the students, years ago students were flying through classes without the proper skills. Now we have to back-track.
I personally also feel that some technology could be the source of this illiterate dilemma. For example, so many teenagers are sucked into television and computers that they do not learn to master skills that will get them farther in life. While certain technology helps students, an overwhelming amount of it will not do the students any benefit when it comes to getting a good job and securing themselves as stable adults and productive citizens. Perhaps we need a better split between technology and nontechnology-based instruction. It seems to be that we have too much of an emphasis on technology. Perhaps we can even the unbalanced see-saw.
Source: http://www.denverpost.com/ci_5148780
Teachers find that they have to "reteach" students to read at the high school level. The students' level of reading competency is so low that they cannot produce the assignments and expectations that teachers have for them coming into 9th grade.
What to do about the dilemma? Some suggestions are to be more open to reading at home and to have reading instruction in the classroom. Of course, this would take away from actual instruction on more critical skills, but these students cannot function on a higher level if they do not have the basics.
Some attribute the lack of high expectations in the past. Whereas today teachers have higher goals for the students, years ago students were flying through classes without the proper skills. Now we have to back-track.
I personally also feel that some technology could be the source of this illiterate dilemma. For example, so many teenagers are sucked into television and computers that they do not learn to master skills that will get them farther in life. While certain technology helps students, an overwhelming amount of it will not do the students any benefit when it comes to getting a good job and securing themselves as stable adults and productive citizens. Perhaps we need a better split between technology and nontechnology-based instruction. It seems to be that we have too much of an emphasis on technology. Perhaps we can even the unbalanced see-saw.
Source: http://www.denverpost.com/ci_5148780
Reality Check
In my observation experience this semester, I have found a strange dichotomy between the world inside our 307 classroom and the world inside a high school classroom. My ninth graders range in writing skills, but most of them can convey their ideas in a somewhat decent manner.
In a recent assignment, my host teacher asked my students to write about what they would do if they won a million dollars.
Some of the responses were quite funny. Some students wanted to get in good with the teacher, so they have her $50,000. Others, though, had strange understandings of a million dollars. I had some responses of buying countries and other extroadinary things that certainly exceed one million dollars hands down. These kids did not understand the meaning of money. This got me thinking. The kids are not in touch with reality. At 14, I would think most teenagers would know what a million dollars could get you (within reason. Obviously they don't have jobs or pay taxes yet). I felt that some students do not know how to function in the real world because they live inside this "other" realm. And a lot of this realm is defined by technology and brain-sucking video games.
Almost every boy's response had to do with buying video games. It amazed me! These kids are entertained by a false world, and yes, it is okay if they control the amount and type of games they play. But I can bet they have no monitor.
I just feel these kids are out of touch with a world that is not completely taken over my robots yet, but they are already missing the important parts of life, such as how to function in a world that will take advantage of their ignorance.
In a recent assignment, my host teacher asked my students to write about what they would do if they won a million dollars.
Some of the responses were quite funny. Some students wanted to get in good with the teacher, so they have her $50,000. Others, though, had strange understandings of a million dollars. I had some responses of buying countries and other extroadinary things that certainly exceed one million dollars hands down. These kids did not understand the meaning of money. This got me thinking. The kids are not in touch with reality. At 14, I would think most teenagers would know what a million dollars could get you (within reason. Obviously they don't have jobs or pay taxes yet). I felt that some students do not know how to function in the real world because they live inside this "other" realm. And a lot of this realm is defined by technology and brain-sucking video games.
Almost every boy's response had to do with buying video games. It amazed me! These kids are entertained by a false world, and yes, it is okay if they control the amount and type of games they play. But I can bet they have no monitor.
I just feel these kids are out of touch with a world that is not completely taken over my robots yet, but they are already missing the important parts of life, such as how to function in a world that will take advantage of their ignorance.
"The Machine Is Us"
On the youtube.com video, digital literacy was defined as expanding a world from html to xml. Xml allows for more people to link information together and have it instantly available.
The world that the youtube.com video showed is a world that connects people and information in the blink of an eye. It says we have to rethink how we do everything we have ever known...our family, ethics, governance, PRIVACY.
This part concerns me. Do I want the world knowing exactly what I am doing, what I am thinking, all the time? Right now, the answer is 'no.' I do not want to share that much of myself with people I do not know. That is why I am not an avid believer of myspace and other digital communities.
I understand what xml is trying to do and what is has already done. We talked about this topic of a changing world last class, and I had some resistance to it. I am just not comfortable with giving myself to the internet and allowing people in 'OshKosh' to know information about me that is private or personal.
Some people enjoy this type of freedom. They think it is an experience to have other people linked directly to them. Where if I press one button, I get 100 more hits of a related topic.
I like it for some of its advantages; speed, level of information, abundance.
But I am not taken by it. I especially do not like the idea that "the macine is us." Never did I think in my lifetime I would become a robot. And I do not want to become a robot. That is why I resist through it. If I can savor part of what I believe is genuine, then I will.
Touchy subject...
The world that the youtube.com video showed is a world that connects people and information in the blink of an eye. It says we have to rethink how we do everything we have ever known...our family, ethics, governance, PRIVACY.
This part concerns me. Do I want the world knowing exactly what I am doing, what I am thinking, all the time? Right now, the answer is 'no.' I do not want to share that much of myself with people I do not know. That is why I am not an avid believer of myspace and other digital communities.
I understand what xml is trying to do and what is has already done. We talked about this topic of a changing world last class, and I had some resistance to it. I am just not comfortable with giving myself to the internet and allowing people in 'OshKosh' to know information about me that is private or personal.
Some people enjoy this type of freedom. They think it is an experience to have other people linked directly to them. Where if I press one button, I get 100 more hits of a related topic.
I like it for some of its advantages; speed, level of information, abundance.
But I am not taken by it. I especially do not like the idea that "the macine is us." Never did I think in my lifetime I would become a robot. And I do not want to become a robot. That is why I resist through it. If I can savor part of what I believe is genuine, then I will.
Touchy subject...
Unlearning -- Richardson and Warlick
Will Richardson makes reference to 10 different ways that teachers have to "unlearn" so that they can make their classrooms more effective for their students as global citizens. Three of his most noteworthy are as follows:
"We need to unlearn the idea that every student needs to learn the same content when really what they need to learn is how to self-direct their own learning."
"We need to unlearn the premise that we know more than our kids, because in many cases, they can now be our teachers as well."
"We need to unlearn the strategy that collaborative work inside the classroom is enough and understand that cooperating with students from around the globe can teach relevant and powerful negotiation and team-building skills."
I chose these three ideas to focus on. In connection to Warlick, both of these people believe that need to have access to computers and technology they are interested in. Also, Warlick urges teachers to "take every opportunity to play with your computer" so that they can become familiar with the type of media their students are using. Then, students and teachers can be recipricol learners and teachers.
Richardson notes that students should not be confined to the world inside their classroom or even in their local community. Rather, they should engage with people aroung the globe using technology that allows them to view mutliple perspectives.
I feel this is important because students need to be able to function in a world that is not guarded by "four walls," as Richardson puts it. As ELA teachers, we strive to make our students more effective citizens, which extends from the local community to the global community.
"We need to unlearn the idea that every student needs to learn the same content when really what they need to learn is how to self-direct their own learning."
"We need to unlearn the premise that we know more than our kids, because in many cases, they can now be our teachers as well."
"We need to unlearn the strategy that collaborative work inside the classroom is enough and understand that cooperating with students from around the globe can teach relevant and powerful negotiation and team-building skills."
I chose these three ideas to focus on. In connection to Warlick, both of these people believe that need to have access to computers and technology they are interested in. Also, Warlick urges teachers to "take every opportunity to play with your computer" so that they can become familiar with the type of media their students are using. Then, students and teachers can be recipricol learners and teachers.
Richardson notes that students should not be confined to the world inside their classroom or even in their local community. Rather, they should engage with people aroung the globe using technology that allows them to view mutliple perspectives.
I feel this is important because students need to be able to function in a world that is not guarded by "four walls," as Richardson puts it. As ELA teachers, we strive to make our students more effective citizens, which extends from the local community to the global community.
Wednesday, February 7, 2007
My iweb page
yes! I am finally done with my iweb project...here is the link!
http://studentweb.cortland.edu/tedrow97/Site/Welcome.html
http://studentweb.cortland.edu/tedrow97/Site/Welcome.html
Teachers Need to Catch Up To Media Literacy
In a recent NCTE article by ednews.org titled "Survey of Educators Finds Lack of Focus on 21st Century Media Literacy Skills," the site says that students today are connected to so many media technology tools, but 80% of teachers "have to learn about how to teach media literacy on their own."
Teachers want to be more well-equipped with the technology use their students are involved with because then the teachers can educate students how to use the tools wisely and to their advantage.
"While young people spend more and more time using all forms of media in and out of the classroom, teaching them how to be thoughtful about their media use, to recognize the overt and hidden messages in media and to consider the consequences of their own actions online is simply not a priority in most schools."
"Media literacy means knowing how to access, understand, analyze, evaluate and create media messages on television, the Internet and other outlets. It also means knowing how to use these and other technologies safely, productively and ethically," and teachers want to help students use these resources effectively...they cannot do this, though, without proper training in these areas.
We are taught, as teachers, to make our students literate and effective citizens in and outside the classroom. If we do not have the resources to involve ourselves with media, then we need to have the administration keeping us up-to-date with technology.
“Young people are immersed in technology, and the tools that help them create web sites, blogs, videos and podcasts also allow them to be authors and publishers. They can reach a worldwide audience, so we have to teach them to do this thoughtfully,” said Gallagher. “With a small but committed effort, schools could take steps to incorporate media literacy into their school-wide curricula.”
Source: http://www.ednews.org/articles/7474/1/Survey-of-Educators-Finds-Lack-of-Focus-on-21st-
Century-Media-Literacy-Skills/Page1.html
Teachers want to be more well-equipped with the technology use their students are involved with because then the teachers can educate students how to use the tools wisely and to their advantage.
"While young people spend more and more time using all forms of media in and out of the classroom, teaching them how to be thoughtful about their media use, to recognize the overt and hidden messages in media and to consider the consequences of their own actions online is simply not a priority in most schools."
"Media literacy means knowing how to access, understand, analyze, evaluate and create media messages on television, the Internet and other outlets. It also means knowing how to use these and other technologies safely, productively and ethically," and teachers want to help students use these resources effectively...they cannot do this, though, without proper training in these areas.
We are taught, as teachers, to make our students literate and effective citizens in and outside the classroom. If we do not have the resources to involve ourselves with media, then we need to have the administration keeping us up-to-date with technology.
“Young people are immersed in technology, and the tools that help them create web sites, blogs, videos and podcasts also allow them to be authors and publishers. They can reach a worldwide audience, so we have to teach them to do this thoughtfully,” said Gallagher. “With a small but committed effort, schools could take steps to incorporate media literacy into their school-wide curricula.”
Source: http://www.ednews.org/articles/7474/1/Survey-of-Educators-Finds-Lack-of-Focus-on-21st-
Century-Media-Literacy-Skills/Page1.html
Monday, February 5, 2007
A Moment Worth Framing
Do you ever have one of those "teachable moments?" A time when things just go so right, that you forget about anything bad that has happened to you that day? I had one of those moments today at my observation location.
It was my first day for observation this semester, and I was working with a group of 9th graders. The class was mixed with regular Regents level abilities and also a "collaborative" group that was just a little slower and needed more help.
I am doing a tutoring class as part of my observation, and one of the girls in this "collaborative" group came to see me during lunch.
We were working on a particular paragraph where she needed extra help. The teacher wrote on her paper to ask the question, "Why did the author do this?" in response to using a particular literary term. She just did not understand the question, or how to answer it.
She was stumped, and making herself more frustrated. So I tried to level with her. She was using the word "regret," and incorporated a quote to show the use of the word. But she did not explain what the use of the word did for the book or the reader.
So I asked her, "how does it make you feel, as a reader, when the part in the poem comes up about regret? What are your emotions?"
Well, the problem was that she was disattached to the poem. She did not internalize the poem or its contents because it did not relate to her.
So I tried to bring it to her understanding. I asked her to pretend that she had cheated on a test because she wanted to pass so badly, but then her teacher found out and she was given a zero on the exam.
I asked her if she would regret what she did...she said yes. Then I asked her, "why?"
She said "because I would not want a zero. I just want to pass the test."
I kept pressing her to get to the emotional part. How would you FEEL?
But she did not budge. She pursed her lips and made a "hmm..." sound. Something was going on in her head, and it was great, but I couldn't help her unless I heard it. I told her to tell me what she was thinking..."just think out loud. Don't be embarassed. Just pretend I'm not here. Think outloud."
So she did..."I would feel sad"
I said, "Why?"
She said, "Because I would get angry!"
Finally some emotion! I kept hitting her with "Why? Why do you feel that way?"
And then she hit it...she hit her breaking point..."Because I would feel so guilty for doing something that I did not want to do in the first place. Because I would be ashamed of what I did. I only did it because I thought I had no other choice!"
YES!!! Hallelujiah!
This got her thinking about the poem (which was about a soldier who was ordered to kill another soldier, but then the soldier felt so guilty about what he did...he did not want to actually kill the other soldier).
"Now, let's put those words on the paper and bring them to life. This is great!", I said. I knew positive reinforcement was key.
But to be honest, I was jumping in my seat. The boy who was in the group with us got startled because I started moving in my desk when she finally got it.
And this is my moment worth framing. I am so proud of it. This girl's smile could have been a mile long. She had finally done something valuable, with her own mind, and it was a success. She tried SO hard to get to that point. She could have climbed Everest at this point. I was so proud of her. Of course, I only let on with 50% of my enthusiasm. I did not want her to forget about her task of revision.
Nonetheless, I think I will see her back in my tutoring session, and I can't wait!
It was my first day for observation this semester, and I was working with a group of 9th graders. The class was mixed with regular Regents level abilities and also a "collaborative" group that was just a little slower and needed more help.
I am doing a tutoring class as part of my observation, and one of the girls in this "collaborative" group came to see me during lunch.
We were working on a particular paragraph where she needed extra help. The teacher wrote on her paper to ask the question, "Why did the author do this?" in response to using a particular literary term. She just did not understand the question, or how to answer it.
She was stumped, and making herself more frustrated. So I tried to level with her. She was using the word "regret," and incorporated a quote to show the use of the word. But she did not explain what the use of the word did for the book or the reader.
So I asked her, "how does it make you feel, as a reader, when the part in the poem comes up about regret? What are your emotions?"
Well, the problem was that she was disattached to the poem. She did not internalize the poem or its contents because it did not relate to her.
So I tried to bring it to her understanding. I asked her to pretend that she had cheated on a test because she wanted to pass so badly, but then her teacher found out and she was given a zero on the exam.
I asked her if she would regret what she did...she said yes. Then I asked her, "why?"
She said "because I would not want a zero. I just want to pass the test."
I kept pressing her to get to the emotional part. How would you FEEL?
But she did not budge. She pursed her lips and made a "hmm..." sound. Something was going on in her head, and it was great, but I couldn't help her unless I heard it. I told her to tell me what she was thinking..."just think out loud. Don't be embarassed. Just pretend I'm not here. Think outloud."
So she did..."I would feel sad"
I said, "Why?"
She said, "Because I would get angry!"
Finally some emotion! I kept hitting her with "Why? Why do you feel that way?"
And then she hit it...she hit her breaking point..."Because I would feel so guilty for doing something that I did not want to do in the first place. Because I would be ashamed of what I did. I only did it because I thought I had no other choice!"
YES!!! Hallelujiah!
This got her thinking about the poem (which was about a soldier who was ordered to kill another soldier, but then the soldier felt so guilty about what he did...he did not want to actually kill the other soldier).
"Now, let's put those words on the paper and bring them to life. This is great!", I said. I knew positive reinforcement was key.
But to be honest, I was jumping in my seat. The boy who was in the group with us got startled because I started moving in my desk when she finally got it.
And this is my moment worth framing. I am so proud of it. This girl's smile could have been a mile long. She had finally done something valuable, with her own mind, and it was a success. She tried SO hard to get to that point. She could have climbed Everest at this point. I was so proud of her. Of course, I only let on with 50% of my enthusiasm. I did not want her to forget about her task of revision.
Nonetheless, I think I will see her back in my tutoring session, and I can't wait!
Sunday, February 4, 2007
Iweb Progress
On Friday I decided to try to get most of my iWeb work done. The program is super-easy...anyone can really do it. I "finageled" around with the buttons, and found out things I had not seen in the help book. I finally came up with the end product. I was very excited because I thought, for my first time, it was pretty good.
I do not have the url yet. I have to publish it, and then I can send it to you all...but that is my update!
I do not have the url yet. I have to publish it, and then I can send it to you all...but that is my update!
Richardson -- Citizen Journalism
In Richardson's recent 1/31/07 podcast, one of the fascinating things I took from his speech was his idea of "citizen journalism," in which people use tools such as camera phones, download it to the internet, and can make it available to anyone in the world.
Richardson said that one example of the benefits of his "citizen journalism" idea is that a man was tazored (sp?) viciously, and someone put it through the internet to bring the social injustice to life. In a way, it was like a virtual newspaper article, and the nice part of it was that the story would never had gotten into the newspapers because it was witnessed by a typical citizen, not a newspaper journalist.
Richardson makes it clear that students should learn how to be social activists in the ELA classroom by becoming journalists themselves. They can be aware of social injustices and justices by using different technologies, such as blogs, podcasts, and wikis.
I believe Richardson's idea is great. The point of it is certainly beneficial to people all around the world.
However...and here is my resistance to the technology rise...
There are drastic disadvantages. The idea of "privacy" is completely different now with these technologies. In fact, I can make the claim that there is NO privacy anymore. Yes, camera phones can capture things like riots, beatings, etc. But they can also invade someone's life through a peeping tom, someone or people who want to bring to life someone's inner personal world.
Isn't that what the paparazzi is for? Yes...I understand their roles are very different...but just try to understand my path here.
I want my students to fight and be aware of social justice. Absolutely. Without a doubt. It is part of my Teaching Philosophy. But on a different grade than what Richardson is saying.
I see the benefits of technology...I really do! And I want to and will embrace many different technologies with my students...even though I may not want to or be equipped to. Yes, I will learn from my students as well as educate them.
But I want my students to think for themselves, not have a computer think for them. Podcasts, blogs, wikis, the students can all make these...wonderful! Now...can you use more critical thinking to use your resources (texts) to bring the ideas to your outside worlds? Or are you only trained to use your tools in an isolated way?
I understand...technologies, IMing, all of these things, bring communication to the fingertips. I see that! But I don't see how students are becoming any smarter using these concepts than with using Constructivist ideas that are not "paperless."
I will use paper in my classrooms...I will, and I want to. I will use technology...I will, and I want to. And I want to educate my students and follow the mainstream ideas (ie blogs, etc).
But ultimately, I am the authority and the educator. I can show my students that just because something is "innovative" does not mean we have to use it without using other ideas.
No...I am not going to use rote memorization and make my kids sit in rows without any collaboration at all. Of course I would not...but I think we are using students' inability to communicate effectively and lack of literacy and meeting these problems with easy solutions that really do not pin-point the bigger problems. The problems are still there!
Instead, I want to embrace multimedia content, but also make students understand that they can use their own brains to think. They don't need a button to make things happen. Their button is their mind...use it!
I like technology...it is helpful, exciting, and fun when you make it yourself. But there are other things we can do, too.
I will not go paperless...but I will use the best of both sides.
Richardson said that one example of the benefits of his "citizen journalism" idea is that a man was tazored (sp?) viciously, and someone put it through the internet to bring the social injustice to life. In a way, it was like a virtual newspaper article, and the nice part of it was that the story would never had gotten into the newspapers because it was witnessed by a typical citizen, not a newspaper journalist.
Richardson makes it clear that students should learn how to be social activists in the ELA classroom by becoming journalists themselves. They can be aware of social injustices and justices by using different technologies, such as blogs, podcasts, and wikis.
I believe Richardson's idea is great. The point of it is certainly beneficial to people all around the world.
However...and here is my resistance to the technology rise...
There are drastic disadvantages. The idea of "privacy" is completely different now with these technologies. In fact, I can make the claim that there is NO privacy anymore. Yes, camera phones can capture things like riots, beatings, etc. But they can also invade someone's life through a peeping tom, someone or people who want to bring to life someone's inner personal world.
Isn't that what the paparazzi is for? Yes...I understand their roles are very different...but just try to understand my path here.
I want my students to fight and be aware of social justice. Absolutely. Without a doubt. It is part of my Teaching Philosophy. But on a different grade than what Richardson is saying.
I see the benefits of technology...I really do! And I want to and will embrace many different technologies with my students...even though I may not want to or be equipped to. Yes, I will learn from my students as well as educate them.
But I want my students to think for themselves, not have a computer think for them. Podcasts, blogs, wikis, the students can all make these...wonderful! Now...can you use more critical thinking to use your resources (texts) to bring the ideas to your outside worlds? Or are you only trained to use your tools in an isolated way?
I understand...technologies, IMing, all of these things, bring communication to the fingertips. I see that! But I don't see how students are becoming any smarter using these concepts than with using Constructivist ideas that are not "paperless."
I will use paper in my classrooms...I will, and I want to. I will use technology...I will, and I want to. And I want to educate my students and follow the mainstream ideas (ie blogs, etc).
But ultimately, I am the authority and the educator. I can show my students that just because something is "innovative" does not mean we have to use it without using other ideas.
No...I am not going to use rote memorization and make my kids sit in rows without any collaboration at all. Of course I would not...but I think we are using students' inability to communicate effectively and lack of literacy and meeting these problems with easy solutions that really do not pin-point the bigger problems. The problems are still there!
Instead, I want to embrace multimedia content, but also make students understand that they can use their own brains to think. They don't need a button to make things happen. Their button is their mind...use it!
I like technology...it is helpful, exciting, and fun when you make it yourself. But there are other things we can do, too.
I will not go paperless...but I will use the best of both sides.
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