Saturday, February 20, 2010
Thursday, February 18, 2010
Monday, February 8, 2010
Instructional Leaders Fostering 21st Century Technology Integration
I tried my hand at Pixton Comics for this week's blog assignment for the Curriculum Theory course. Take a look!
Saturday, February 6, 2010
Week 5 Discussion Summary: Challenges to Implementing Universal Design for Learning, (Choose one of the three options below.)
I. Click on the Play button below to hear a Voki summary of JHUISTE Section 2's Whole Group Discussion on the Challenges to Implementing Universal Degign for Learing (UDL) in classrooms and schools. Feel free to leave your comments and questions.
Get a Voki now!
II. Visual learners may prefer the PhotoPeach summary slideshow here. Click the full screen icon on the lower right corner of the presentation window.
Challenges to Implementing Universal Design for Learning, (UDL) 02.2010 on PhotoPeach
Special thanks to two-time teammate Andrea Christman for introducing me to this useful software.
For a complete list of references for the Flickr photos, click here.
III. Week 5 Discussion is summarized here in a text version, i.e. PowerPoint.
Week 5 Discussion Summary Power Point
Get a Voki now!
II. Visual learners may prefer the PhotoPeach summary slideshow here. Click the full screen icon on the lower right corner of the presentation window.
Challenges to Implementing Universal Design for Learning, (UDL) 02.2010 on PhotoPeach
Special thanks to two-time teammate Andrea Christman for introducing me to this useful software.
For a complete list of references for the Flickr photos, click here.
III. Week 5 Discussion is summarized here in a text version, i.e. PowerPoint.
Week 5 Discussion Summary Power Point
Sunday, January 17, 2010
Why Do We Go to School?
I have to be honest. I never really thought much about why kids go to school. I know why I’m still going to school. I’m at a point in my life where I want to expand my repertoire and skill set. I want to learn more and to gain proficiency in the art of administration so that I can take the next step in my career from teacher to principal, supervisor, or director. But why do my students or my nieces and nephews go to school? The bottom line is that we go to school to learn, to get an education, to earn a diploma, so that we can pursue further education or join the work force and live nobly as informed and dedicated citizens.
There’s information we need to know in order to survive in an intelligent and competitive society and to be successful in life. As far as what subjects should be taught, I still believe in the basics: reading, writing, and arithmetic, as a starting point. But curriculum in these or any subject has got to be much bigger than that. It includes not only “content,” but also “process.” It’s one thing to be able to add, subtract, multiply, and divide. It’s quite another to be able to apply those skills to a variety of relevant problem situations. It’s one thing to rattle off a list of state capitals, square roots, prepositions or presidents, but quite another to take one’s knowledge and apply it to issues and debates in meaningful and persuasive ways. These processes must be taught so that our students can be equipped to handle themselves in a big, bold diverse world that thrives on communication. What I’m getting at here is the need to get away from the “what” of curriculum to the “how.” Teachers can deliver their students boatloads of information and check them off as they go, but out of context the information is almost useless. It is incumbent on them to provide their students with opportunities to create, collaborate, and think. A great place to start to see the connection between curriculum and these processes is the Partnership for 21st Century Skills.
Coincidentally, with my new philosophy about the purpose of school and the subjects to be taught, I was asked to take on a teaching assignment at the start of the second quarter, so it was time to "put my money where my mouth is." I am currently teaching an algebra class to 8th graders. It’s been four years since I’ve been in the classroom, and I’ve learned a lot about technology integration and pedagogy since then in my role as a technology integration coach. I’m trying very hard to teach differently than I did before. I’m trying not to focus on algorithms, but to get behind the math. I no longer accept that they know the procedure, but insist that they explain the “why” of the steps we follow in solving a problem. Kids can say things like “cross multiply these two numbers and divide by the denominator,” but have no real understanding of how these numbers are related. I’m also trying to use real-life problems and contexts that kids can relate to rather than meaningless abstract problems that are not connected to their experience. For example, when we studied percents and proportions, I created problems like this: “If the Student Government made $300 in 4 days of ticket sales, how much can they expect to make in two weeks?” They were immediately interested in this because the dance had just been announced and they were very excited about it.
Another new strategy I’m using more now than before is to have students work in pairs and groups and to use technology to show what they know. They can’t just tell me an answer. They have to explain their thought process and determine whether or not the answer makes sense. This we do through blogging where they really have to think and put into words in a public forum what it is they’re doing to arrive at a solution and why. I have no doubt that I can get my students ready to pass the state test in June. But I want them to achieve much more than this. Not only will they have knowledge of algebra, but they will also know how to express their thinking, to rub shoulders and work through problems and projects with others, to sort through their disagreements, and to open their eyes to new solutions. These are skills that will serve them well as they enter the world on their own, no matter what direction their path takes them.
There’s information we need to know in order to survive in an intelligent and competitive society and to be successful in life. As far as what subjects should be taught, I still believe in the basics: reading, writing, and arithmetic, as a starting point. But curriculum in these or any subject has got to be much bigger than that. It includes not only “content,” but also “process.” It’s one thing to be able to add, subtract, multiply, and divide. It’s quite another to be able to apply those skills to a variety of relevant problem situations. It’s one thing to rattle off a list of state capitals, square roots, prepositions or presidents, but quite another to take one’s knowledge and apply it to issues and debates in meaningful and persuasive ways. These processes must be taught so that our students can be equipped to handle themselves in a big, bold diverse world that thrives on communication. What I’m getting at here is the need to get away from the “what” of curriculum to the “how.” Teachers can deliver their students boatloads of information and check them off as they go, but out of context the information is almost useless. It is incumbent on them to provide their students with opportunities to create, collaborate, and think. A great place to start to see the connection between curriculum and these processes is the Partnership for 21st Century Skills.
Coincidentally, with my new philosophy about the purpose of school and the subjects to be taught, I was asked to take on a teaching assignment at the start of the second quarter, so it was time to "put my money where my mouth is." I am currently teaching an algebra class to 8th graders. It’s been four years since I’ve been in the classroom, and I’ve learned a lot about technology integration and pedagogy since then in my role as a technology integration coach. I’m trying very hard to teach differently than I did before. I’m trying not to focus on algorithms, but to get behind the math. I no longer accept that they know the procedure, but insist that they explain the “why” of the steps we follow in solving a problem. Kids can say things like “cross multiply these two numbers and divide by the denominator,” but have no real understanding of how these numbers are related. I’m also trying to use real-life problems and contexts that kids can relate to rather than meaningless abstract problems that are not connected to their experience. For example, when we studied percents and proportions, I created problems like this: “If the Student Government made $300 in 4 days of ticket sales, how much can they expect to make in two weeks?” They were immediately interested in this because the dance had just been announced and they were very excited about it.
Another new strategy I’m using more now than before is to have students work in pairs and groups and to use technology to show what they know. They can’t just tell me an answer. They have to explain their thought process and determine whether or not the answer makes sense. This we do through blogging where they really have to think and put into words in a public forum what it is they’re doing to arrive at a solution and why. I have no doubt that I can get my students ready to pass the state test in June. But I want them to achieve much more than this. Not only will they have knowledge of algebra, but they will also know how to express their thinking, to rub shoulders and work through problems and projects with others, to sort through their disagreements, and to open their eyes to new solutions. These are skills that will serve them well as they enter the world on their own, no matter what direction their path takes them.
Monday, November 16, 2009
Reflections on the Post-Observation Conference
I recently videotaped a post-observation conference with a teacher whom I had observed in a Language Arts classroom as part of an assignment for my JHUISTE course in "Supervision and Professional Development." The full-cycle observation also included a pre-conference in which the teacher identified specific areas where she needed some help. Here's what I learned about myself in the process:
• What strengths and/or improvement areas did you notice about the environment and tone of the post-observation?
I met Miss Mills, a third year middle school Language Arts teacher, in her classroom for the post-observation conference; we sat across from each other at one of the student tables. This arrangement seemed to be appropriate for our work. She was in her comfort zone, i.e., her classroom, where she spends a good part of her day. It also made it possible for both of us to motion toward different areas of the room when taking about particular things that happened or pointing out specifics about particular students whose names I didn’t know.
The tone of the post-observation was mostly positive. Miss Mills seemed a bit nervous, but this may have been due in part to the fact that I was videotaping the exchange. I also knew going in that Miss Mills was somewhat embarrassed about her performance as a teacher with this particular class, with whom she struggles with behavior and discipline on a regular basis. However, she was very open and honest about this in the pre-conference, and this made it possible for us to focus my observation on an area that she named as her weakness and one where she needed “another pair of eyes.” She was very open and receptive to my feedback and determined to apply new strategies to positively impact her students’ learning.
One thing I fumbled with was the papers that I brought to the conference. I had the notes I had taken during the observation, plus two versions of a feedback form, as well as another tool that I was going to share with Miss Mills. In spite of preparing beforehand, when it came time to share documents, I was not on top of my game. Perhaps applying sticky notes to the various documents would make things more clear for on-the-spot delivery purposes. While I felt a bit disorganized at that moment, Miss Mills remained calm and patient, and very eager to receive the documentation that I brought to the table.
• What strengths and/or improvement areas did you notice in the conference about strategies to improve instruction?
The success of the observation and post-observation was due in large part to the data collection tool that I employed. Miss Mills requested that I focus my observation on student behavior, or more aptly, misbehavior. We were both convinced that she was very comfortable and competent in her delivery of course content. When I presented this scenario to my instructor, she recommended an “ABC Chart,” i.e. Antecedent-Behavior-Consequence Chart. This made it very easy for me during the class period to focus on what prompted specific behaviors and how the teacher did or did not respond.
In reviewing a series of these ABCs after one class observation, the teacher and I were able to identify definite trends and behavior patterns that were supporting the misbehaviors. For example, one of the behaviors that were troublesome was that some students were calling out the answers. But the observation showed that Miss Mills often accepted answers that students shouted out. She even affirmed their correctness! When she saw this on paper time after time, she realized that what she did not want them to do, she was in fact supporting by her own behavior. An easy fix! This data was far easier to share in this format than it would have been had I completed a narrative observation form in which I documented everything that was said and done in that classroom.
One of the things I was most proud of in the outcome of the observation was that in looking at her performance in the classroom and reflecting on it together, Miss Mills was able to answer the very questions that she presented to me in the pre-conference. This was significant because Miss Mills realized that she had it within herself to address her issues; the solutions were not things imposed from an outsider.
• In the conference, which behavior did you seem to predominantly use? Do you think this was an appropriate approach given the developmental level of the teacher? Briefly explain.
In looking back at my post-observation conference with Miss Mills, I predominantly used a reflection approach. By sharing the data that I had collected, I reflected back to Miss Mills exactly what I had seen and heard in her classroom. Removed from the actual teaching scenario, she could look at the exchanges between herself and her students with a more critical eye and see patterns of behavior that could be worked on and changed to bring about the desired result. I also felt like I was in the posture of a coach. I didn’t tell Miss Mills what to do to correct the behavior problems in her classroom. I simply shared the data, pure and simple, and in seeing it and talking through it, Miss Mills came up with strategies for how she would go about addressing the problems she presented when we commenced with this observation cycle. It was a relief to know that I was not responsible for providing all the answers or solutions!
• What strengths and/or improvement areas did you notice about the environment and tone of the post-observation?
I met Miss Mills, a third year middle school Language Arts teacher, in her classroom for the post-observation conference; we sat across from each other at one of the student tables. This arrangement seemed to be appropriate for our work. She was in her comfort zone, i.e., her classroom, where she spends a good part of her day. It also made it possible for both of us to motion toward different areas of the room when taking about particular things that happened or pointing out specifics about particular students whose names I didn’t know.
The tone of the post-observation was mostly positive. Miss Mills seemed a bit nervous, but this may have been due in part to the fact that I was videotaping the exchange. I also knew going in that Miss Mills was somewhat embarrassed about her performance as a teacher with this particular class, with whom she struggles with behavior and discipline on a regular basis. However, she was very open and honest about this in the pre-conference, and this made it possible for us to focus my observation on an area that she named as her weakness and one where she needed “another pair of eyes.” She was very open and receptive to my feedback and determined to apply new strategies to positively impact her students’ learning.
One thing I fumbled with was the papers that I brought to the conference. I had the notes I had taken during the observation, plus two versions of a feedback form, as well as another tool that I was going to share with Miss Mills. In spite of preparing beforehand, when it came time to share documents, I was not on top of my game. Perhaps applying sticky notes to the various documents would make things more clear for on-the-spot delivery purposes. While I felt a bit disorganized at that moment, Miss Mills remained calm and patient, and very eager to receive the documentation that I brought to the table.
• What strengths and/or improvement areas did you notice in the conference about strategies to improve instruction?
The success of the observation and post-observation was due in large part to the data collection tool that I employed. Miss Mills requested that I focus my observation on student behavior, or more aptly, misbehavior. We were both convinced that she was very comfortable and competent in her delivery of course content. When I presented this scenario to my instructor, she recommended an “ABC Chart,” i.e. Antecedent-Behavior-Consequence Chart. This made it very easy for me during the class period to focus on what prompted specific behaviors and how the teacher did or did not respond.
In reviewing a series of these ABCs after one class observation, the teacher and I were able to identify definite trends and behavior patterns that were supporting the misbehaviors. For example, one of the behaviors that were troublesome was that some students were calling out the answers. But the observation showed that Miss Mills often accepted answers that students shouted out. She even affirmed their correctness! When she saw this on paper time after time, she realized that what she did not want them to do, she was in fact supporting by her own behavior. An easy fix! This data was far easier to share in this format than it would have been had I completed a narrative observation form in which I documented everything that was said and done in that classroom.
One of the things I was most proud of in the outcome of the observation was that in looking at her performance in the classroom and reflecting on it together, Miss Mills was able to answer the very questions that she presented to me in the pre-conference. This was significant because Miss Mills realized that she had it within herself to address her issues; the solutions were not things imposed from an outsider.
• In the conference, which behavior did you seem to predominantly use? Do you think this was an appropriate approach given the developmental level of the teacher? Briefly explain.
In looking back at my post-observation conference with Miss Mills, I predominantly used a reflection approach. By sharing the data that I had collected, I reflected back to Miss Mills exactly what I had seen and heard in her classroom. Removed from the actual teaching scenario, she could look at the exchanges between herself and her students with a more critical eye and see patterns of behavior that could be worked on and changed to bring about the desired result. I also felt like I was in the posture of a coach. I didn’t tell Miss Mills what to do to correct the behavior problems in her classroom. I simply shared the data, pure and simple, and in seeing it and talking through it, Miss Mills came up with strategies for how she would go about addressing the problems she presented when we commenced with this observation cycle. It was a relief to know that I was not responsible for providing all the answers or solutions!
Monday, October 5, 2009
Making Room for New Room Arrangements
Looking back at my school days, I can only remember one classroom where we were not sitting in long rows facing the teacher in the front. It was Latin class in high school. There were eight of us in the class and the absence of rows was most likely due to the fact that that the class met in the library where there were tables instead of desks. But even with tables, it was as if we were in rows, for the nun sat only one student at each table, one behind the other. The rows spoke of order and discipline; they were as straight as the lines we kept as we moved about the building, say from classroom to lunchroom or to lavatory. The teacher could move up and down the rows at will, but rarely did. Her place was up front, calling the shots, playing sage on the stage. My recollection in general is that the only time a teacher deviated from alphabetical front-to-back seating was when a student needed to sit closer to the chalkboard in order to see it or closer to where the teacher usually stood, (in front), in order to hear her. And then there was the occasional movement of a particular student from here to there, usually someone naughty or not paying attention who needed to be more closely under the watchful eye of the teacher.
Sadly, in observing room arrangements on my current middle school campus, I see so much of the same construct, perhaps 85%, with a few exceptions. And sadder yet is the posture taken by most students when they are forced to sit in this manner. It’s almost as if they are trapped or cramped, and forced to focus in one direction and to all do the same thing. How did we get here? And is it really the best arrangement for students to learn and teachers to teach? Do teachers know the freedom they have to experiment with various room arrangements? Imagine the possibilities if teachers could seamlessly shift from one arrangement to the other to accommodate the learning activity and posture the students in such a way that they could focus on the necessary elements, whether it was the teacher presenting, a multimedia presentation playing, an experiment unfolding, a discussion ensuing. The activity dictates the arrangement, not the other way around. The straight and narrow rows dictate straight and narrow lessons. They limit the instruction such that it’s completely teacher-centered and teacher-delivered and students are merely receptacles. On the other hand, tables and circles call for face-to-face interaction and discussion, learning stations or centers call for independent work and discovery. I’m all for structure and consistency, but given the attention spans and the need for movement of most middle schoolers, it would behoove teachers to allow for more movement and variety in the layout of student desks.
Imagine my surprise when I happened upon a science classroom where there were no desks! The lab tables had been moved to the perimeter of the room and were used for center work. When the teacher was presenting information to the class, they gathered before him and had the choice to sit on rugs, beanbag chairs, or student chairs, or to stand. It reminded me of theater-in-the-round or the CNN discussion arena. There was a real sense of “we’re all in this together,” versus the confining sense of me in my desk in my row all alone. This teacher is on to something. He understands middle school kids. He knows they need to move. He knows they need choice. He knows he has to vary the activities to keep them interested so he has about three or four activities going on simultaneously around the room. It takes a lot of work to plan it all out and have all the necessary materials, but the payoff if great. Kids are engaged and learning and happy. Imagine the day when arrangements like this are the norm and the sacred rows are a thing of the past!
Sadly, in observing room arrangements on my current middle school campus, I see so much of the same construct, perhaps 85%, with a few exceptions. And sadder yet is the posture taken by most students when they are forced to sit in this manner. It’s almost as if they are trapped or cramped, and forced to focus in one direction and to all do the same thing. How did we get here? And is it really the best arrangement for students to learn and teachers to teach? Do teachers know the freedom they have to experiment with various room arrangements? Imagine the possibilities if teachers could seamlessly shift from one arrangement to the other to accommodate the learning activity and posture the students in such a way that they could focus on the necessary elements, whether it was the teacher presenting, a multimedia presentation playing, an experiment unfolding, a discussion ensuing. The activity dictates the arrangement, not the other way around. The straight and narrow rows dictate straight and narrow lessons. They limit the instruction such that it’s completely teacher-centered and teacher-delivered and students are merely receptacles. On the other hand, tables and circles call for face-to-face interaction and discussion, learning stations or centers call for independent work and discovery. I’m all for structure and consistency, but given the attention spans and the need for movement of most middle schoolers, it would behoove teachers to allow for more movement and variety in the layout of student desks.
Imagine my surprise when I happened upon a science classroom where there were no desks! The lab tables had been moved to the perimeter of the room and were used for center work. When the teacher was presenting information to the class, they gathered before him and had the choice to sit on rugs, beanbag chairs, or student chairs, or to stand. It reminded me of theater-in-the-round or the CNN discussion arena. There was a real sense of “we’re all in this together,” versus the confining sense of me in my desk in my row all alone. This teacher is on to something. He understands middle school kids. He knows they need to move. He knows they need choice. He knows he has to vary the activities to keep them interested so he has about three or four activities going on simultaneously around the room. It takes a lot of work to plan it all out and have all the necessary materials, but the payoff if great. Kids are engaged and learning and happy. Imagine the day when arrangements like this are the norm and the sacred rows are a thing of the past!
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