Wednesday, September 26, 2007
180 days
Based upon Professor Bachenheimer's video, the notion that we only spend about 48 hours per year instructing our students is rather poignant. It seems that educators get so bogged down in the administrative tasks associated with teaching that the ultimate goal is often lost in the shuffle. If there were some way to cut through all the red tape we would have more time, and energy, to devote to our children. I'm not sure how this aspect of schooling could change, but sometimes it's just nice to dream. Wouldn't you agree?
The Saber-Tooth Curriculum
"Necessity is the mother of invention." - Plato
The saber-tooth curriculum is a great illustration of how rationalization destroys the creative process. In the beginning, the educational system in this story was developed out of necessity. Certain skills were necessary for survival in this tribe and thus were taught to the children. However, once those skills became obsolete, the people in power were quick to develop arguments about how these skills were "timeless." The danger in this piece of "logic" is that it cripples the society's ability to adapt education to coincide with changing external conditions.
As educators, it is imperative that we give our students a chance to learn skills and material that are relevant to theirs lives. In order to achieve this, we must allow ourselves to except ideas that we once thought were "radical" but have now become part of everyday life. With new technologies and new ways of life come different needs, interests, and processes that cannot be glossed over in an attempt to give our children a "timeless education." While there is value in learning classical topics, we must also prepare our students for the future. We cannot allow ourselves to educate our students the same way we were educated simply because it is the only system with which we are familiar.
The saber-tooth curriculum is a great illustration of how rationalization destroys the creative process. In the beginning, the educational system in this story was developed out of necessity. Certain skills were necessary for survival in this tribe and thus were taught to the children. However, once those skills became obsolete, the people in power were quick to develop arguments about how these skills were "timeless." The danger in this piece of "logic" is that it cripples the society's ability to adapt education to coincide with changing external conditions.
As educators, it is imperative that we give our students a chance to learn skills and material that are relevant to theirs lives. In order to achieve this, we must allow ourselves to except ideas that we once thought were "radical" but have now become part of everyday life. With new technologies and new ways of life come different needs, interests, and processes that cannot be glossed over in an attempt to give our children a "timeless education." While there is value in learning classical topics, we must also prepare our students for the future. We cannot allow ourselves to educate our students the same way we were educated simply because it is the only system with which we are familiar.
NJ CCCS Website
While surfing the NJ CCCS website, I found it very easy to identify all of the cumulative progress indicators associated with my curriculum. Being a high school mathematics teacher, I was able to identify every skill my students are supposed to possess by the end of twelfth grade. While this information is useful, I had one major question that the website never answered. How do we teach all of these skills?
Nowhere on the NJ website could I find suggestions on how to implement this state's curriculum. As a teacher, I would find it helpful to have access to resources that will aid in providing the students with a fluid, coherent curriculum that covers all of the topics listed in the CCCS. I think it might be helpful to provide some links that can help teachers with the implementation of lessons that are aligned with the NJ CCCS. Wouldn't this seem logical?
Nowhere on the NJ website could I find suggestions on how to implement this state's curriculum. As a teacher, I would find it helpful to have access to resources that will aid in providing the students with a fluid, coherent curriculum that covers all of the topics listed in the CCCS. I think it might be helpful to provide some links that can help teachers with the implementation of lessons that are aligned with the NJ CCCS. Wouldn't this seem logical?
Tuesday, September 18, 2007
Fear of Change
"All adventures, especially those into new territory, are scary." - Sally Ride
I believe that this sentiment characterizes the pace of educational change in the United States. People most fear what they do not understand. Therefore, new ideas and innovations are struck down by those who fail to see their value and potential. Nowhere is this more prominent than education because it is such a familiar field. All citizens of the United States have their own schooling experience as a point of reference for what does and does not work in education. Thus, when new ideas are proposed, many respond with, "Well, that's not how we learned." By holding on to what they know, policymakers fail to allow education to adapt to our ever-changing societal needs. Fear can cripple the ability to change.
I believe that this sentiment characterizes the pace of educational change in the United States. People most fear what they do not understand. Therefore, new ideas and innovations are struck down by those who fail to see their value and potential. Nowhere is this more prominent than education because it is such a familiar field. All citizens of the United States have their own schooling experience as a point of reference for what does and does not work in education. Thus, when new ideas are proposed, many respond with, "Well, that's not how we learned." By holding on to what they know, policymakers fail to allow education to adapt to our ever-changing societal needs. Fear can cripple the ability to change.
Thursday, September 13, 2007
Prensky's Challenge
Marc Prensky has brought forth an interesting point. What is the incentive for students to achieve highly on standardized tests? Do they care? Would I? The answers to these questions may in fact be the keys to growing concerns about modern education. I believe that Prensky's vision of a more exciting and relevant curriculum may just be the spark needed to motivate our current students. Growing up in the information age our students have shorter attention spans and greater access to information that actually interests them. Therefore, it is incumbent upon us to truly "rope them in" and utilize whatever we can to stimulate their creativity and energy.
I understand that Prensky's vision is quite radical and may not seem feasible to many. However, I also believe that opposition of this sort is faced by most truly innovative ideas. People generally cling to what they know and fear what they do not understand. I do not know if Prensky's vision can be carried out to completion, but it can easily be the foundation of a new educational philosophy. A philosophy in which students are encouraged to learn about that which they must as well as that which they love.
I understand that Prensky's vision is quite radical and may not seem feasible to many. However, I also believe that opposition of this sort is faced by most truly innovative ideas. People generally cling to what they know and fear what they do not understand. I do not know if Prensky's vision can be carried out to completion, but it can easily be the foundation of a new educational philosophy. A philosophy in which students are encouraged to learn about that which they must as well as that which they love.
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