After completing three online classes, I must say that so far I enjoy the process. I like the freedom of being able to budget my own time and having the ability to interact with other students on my own terms. I find the videos to be very helpful and informative. I also really enjoy the use of technology. I am not a very technological person, so I have been forced to learn and use programs that I would never attempt to understand without this course. I feel that these experiences have allowed me to grow as both a teacher and a learner.
The one aspect of the online courses that I did not enjoy was the collaborative document. I felt that the process was very disjointed and that the paper did not flow properly. I also felt the process was too circular and lacked linearity. Many entries were changed, only to be changed back to what was originally stated. Perhaps if students were assigned specific times to edit the document, I would have seen more of a progression. I often felt as if my contributions were only temporary and in turn lost their value.
I would consider taking another course like this, but I would need to the format to be similar. To me, it is important to come back to class and meet face-to-face after each online class. I think face-to-face discussion is important so that any misunderstandings can be clarified. I do not believe that I would enjoy a class that was completely online.
Thursday, October 25, 2007
Reaction to Lesson Using UbD
I have yet to implement the lesson I wrote using the UbD template. This post will be written upon its completion.
Tuesday, October 23, 2007
Using the UbD Template
As a math teacher, I found the UbD template difficult to use. It is hard to come up with essential questions that are debatable in the area of mathematics. Most of our lessons are content driven and focus on the learning of specific skills. While many problems have multiple solutions, there aren't many topics that inspire the type of ethical debates that can be sparked in other disciplines. Maybe the point of this exercise is to show us that this is he wrong way to teach. However, how can we stray from the content in an era of high stakes testing?
I also found it difficult to discern between the categories given. I felt that Understandings and what students will know were very similar. I also felt that the Established Goals were very similar to what I felt the students will be able to do after the lesson. Perhaps I am missing something. Did anyone else encounter similar troubles?
I also found it difficult to discern between the categories given. I felt that Understandings and what students will know were very similar. I also felt that the Established Goals were very similar to what I felt the students will be able to do after the lesson. Perhaps I am missing something. Did anyone else encounter similar troubles?
Lesson on Derivatives
Established Goals:
At the end of this lesson the students should have learned how to use derivatives in order to find optimal conditions.
Understandings:
Students will understand that taking derivatives of functions is not a process “in space.”
Students will understand the applications of derivatives to real life.
Essential Questions:
How can derivatives be used outside of the classroom?
Students will know…
How derivatives are used to solve word problems as well as problems occurring in real life.
Students will be able to…
Use derivatives to optimize conditions for a given function.
Performance Tasks:
Students will be asked to create a box with maximum volume given a fixed surface area.
Other Evidence:
Students will be assessed based upon the process of creating their box.
They will also be assessed based upon their reflections papers.
Learning Activities:
Students will be given a piece of poster board, tape, and scissors.
They will be told that the class is having a competition.
The group that makes an open-topped box that holds the most pencils wins.
The prize will be the ability to drop their lowest test score.
After the competition is over, there will be a group discussion about which processes were utilized.
Students will then write a reaction paper for homework critiquing their own method and relating derivatives to the box creating activity.
At the end of this lesson the students should have learned how to use derivatives in order to find optimal conditions.
Understandings:
Students will understand that taking derivatives of functions is not a process “in space.”
Students will understand the applications of derivatives to real life.
Essential Questions:
How can derivatives be used outside of the classroom?
Students will know…
How derivatives are used to solve word problems as well as problems occurring in real life.
Students will be able to…
Use derivatives to optimize conditions for a given function.
Performance Tasks:
Students will be asked to create a box with maximum volume given a fixed surface area.
Other Evidence:
Students will be assessed based upon the process of creating their box.
They will also be assessed based upon their reflections papers.
Learning Activities:
Students will be given a piece of poster board, tape, and scissors.
They will be told that the class is having a competition.
The group that makes an open-topped box that holds the most pencils wins.
The prize will be the ability to drop their lowest test score.
After the competition is over, there will be a group discussion about which processes were utilized.
Students will then write a reaction paper for homework critiquing their own method and relating derivatives to the box creating activity.
Thursday, October 18, 2007
Shmoker
The excerpt we read from Michael Schmoker's Result's Now was rather interesting. I must say that I agree that a buffer exists between those outside the school and those within it. If you were to read my school's mission statement and then walk around our building, you would definitely find some incongruities. While I believe that many teachers strive to reach the goals of the school, not all are successful.
Incongruities can also be found between the literature the teachers receive on how to run their classes, and how the their classes run in reality. Many teachers have their own style and disregard what the administration considers "best practice." Is this okay? Does it need to change?
I am unsure that these differences between what is said to occur and what actually occurs are bad. Our school is quite successful at keeping kids out of trouble, helping them get into a good college, and preparing them for standardized tests. To me, if teachers are successful in their pursuits, then why shouldn't they be allowed to carry on in their own styles? Perhaps, if a problem arises, then some changes need to take place. As for now, at least with my school, I believe success should warrant creative freedom.
Incongruities can also be found between the literature the teachers receive on how to run their classes, and how the their classes run in reality. Many teachers have their own style and disregard what the administration considers "best practice." Is this okay? Does it need to change?
I am unsure that these differences between what is said to occur and what actually occurs are bad. Our school is quite successful at keeping kids out of trouble, helping them get into a good college, and preparing them for standardized tests. To me, if teachers are successful in their pursuits, then why shouldn't they be allowed to carry on in their own styles? Perhaps, if a problem arises, then some changes need to take place. As for now, at least with my school, I believe success should warrant creative freedom.
Wednesday, October 10, 2007
Tuesday, October 9, 2007
Did You Know? Video
The "Did You Now?" video that we watched in class, which can be found at http://www.youtube.com/watch?v=xHWTLA8WecI , has too much information for me to write a coherent response so I am going to raise a few issues I found interesting/important/scary.
First of all, the video's view of the future job market is eye-opening at the very least. According to Former Secretary of Education Richard Riley, the top ten jobs in 2010 did not exist in 2004. The video also goes on to say that we are preparing our students for jobs that do not exist, to solve problems that we do not know are problems, using technology that has not been invented. So, what should we be teaching our students? To me, it seems the important skills needed are the abilities to adapt, be reflective, remain open-minded, think critically, and solve problems. The actual content appears to be, for the most part, irrelevant since the majority of it will be obsolete by the time our children get jobs. Some core topics should transcend time as we move toward a global, technology-based economy. I believe some of these are basic mathematics, communication skills, and world languages. However, many of the other courses taught in schools seem like they may be unnecessary if this vision of the future is indeed accurate.
Another aspect of the video that shook me was the prediction that by 2013, there will be a supercomputer that will exceed the computational capability of the human brain. I find this thought to be quite frightening and confusing. How can we program a computer to be more complex than our own brains? How can a machine exceed the thought capacity of its designer? Does this computer have the ability to learn on its own? Does it start out simpler than the human brain and then adapt itself to become more complex? At what point does the adaptation stop? What else can this computer do? Is it safe? Does it make decisions? Does it understand ethics or just logic? I can't seem to wrap my mind around this one. It just seems to be a very scary proposition to me.
The idea of technology is pervasive throughout the video. I am currently a teacher that uses very little technology within the classroom. I always felt that I could explain the content well enough using conventional techniques for my students to understand. It seems to me that perhaps WHAT I am teaching is not nearly as important as HOW I am teaching. Using technology and allowing students to become familiar with different programs could end up being more useful to them than the material at hand. It is certainly a view of teaching that I never considered until now.
Overall, this video completely blew my mind. I think this is further proof of how must be a reflective process in order to be successful. It is possible that those teachers who teach the way they learned yesterday, trying to prepare their students for today, may be crippling them tomorrow.
First of all, the video's view of the future job market is eye-opening at the very least. According to Former Secretary of Education Richard Riley, the top ten jobs in 2010 did not exist in 2004. The video also goes on to say that we are preparing our students for jobs that do not exist, to solve problems that we do not know are problems, using technology that has not been invented. So, what should we be teaching our students? To me, it seems the important skills needed are the abilities to adapt, be reflective, remain open-minded, think critically, and solve problems. The actual content appears to be, for the most part, irrelevant since the majority of it will be obsolete by the time our children get jobs. Some core topics should transcend time as we move toward a global, technology-based economy. I believe some of these are basic mathematics, communication skills, and world languages. However, many of the other courses taught in schools seem like they may be unnecessary if this vision of the future is indeed accurate.
Another aspect of the video that shook me was the prediction that by 2013, there will be a supercomputer that will exceed the computational capability of the human brain. I find this thought to be quite frightening and confusing. How can we program a computer to be more complex than our own brains? How can a machine exceed the thought capacity of its designer? Does this computer have the ability to learn on its own? Does it start out simpler than the human brain and then adapt itself to become more complex? At what point does the adaptation stop? What else can this computer do? Is it safe? Does it make decisions? Does it understand ethics or just logic? I can't seem to wrap my mind around this one. It just seems to be a very scary proposition to me.
The idea of technology is pervasive throughout the video. I am currently a teacher that uses very little technology within the classroom. I always felt that I could explain the content well enough using conventional techniques for my students to understand. It seems to me that perhaps WHAT I am teaching is not nearly as important as HOW I am teaching. Using technology and allowing students to become familiar with different programs could end up being more useful to them than the material at hand. It is certainly a view of teaching that I never considered until now.
Overall, this video completely blew my mind. I think this is further proof of how must be a reflective process in order to be successful. It is possible that those teachers who teach the way they learned yesterday, trying to prepare their students for today, may be crippling them tomorrow.
Thursday, October 4, 2007
Dear Congressman Payne,
With the No Child Left Behind Act coming up for reauthorization, I felt it important to bring to light some key issues surrounding the topic. First, I would like a better explanation of how losing funding is supposed to help failing schools. According to the current system, a school that does not meet the government-mandated benchmarks and does not make “adequate yearly progress” can be subject to loses in federal funding. How is this school supposed to improve with fewer resources than it had before? Certainly it does not take a mastermind to figure out that if a school is failing with what it has, giving it less to work with will probably cause things to get worse as opposed to better.
Second, I think this program will merely promote the ever-widening achievement gap present in our country today. If we continue to handicap the schools that need help and reward the schools that are functioning at a high level, then we are adding to the problem. Students who live in failing districts will be subjected to worse teaching and fewer resources while those in superior districts will watch as their list of advantages grows without bound. A proponent of No Child Left Behind may say that this problem is covered by transfer vouchers. However, this brings me to my third point.
If failing schools continue to fail due to a lack of funding and students continue to transfer to “better” districts, then at what point do these “better” districts become over-burdened? Perhaps these high-achieving districts were only successful because of their current size or demographic. Could this transfer system not pose a huge threat to our districts that are currently in compliance with No Child Left Behind standards? A large influx of students may be more than these districts are prepared to handle. It seems to me that the system is destined for failure.
While the No Child Left Behind Act has the intent of helping schools perform better, it is clear that its methods are not a means to that end. I feel that reauthorization of this act with subject our struggling school districts to further troubles and may even cause problems for those districts we have classified as “successful.” Your decision should be an easy one. Please help our children and our schools and end No Child Left Behind.
Sincerely,
David J. Scutari
Second, I think this program will merely promote the ever-widening achievement gap present in our country today. If we continue to handicap the schools that need help and reward the schools that are functioning at a high level, then we are adding to the problem. Students who live in failing districts will be subjected to worse teaching and fewer resources while those in superior districts will watch as their list of advantages grows without bound. A proponent of No Child Left Behind may say that this problem is covered by transfer vouchers. However, this brings me to my third point.
If failing schools continue to fail due to a lack of funding and students continue to transfer to “better” districts, then at what point do these “better” districts become over-burdened? Perhaps these high-achieving districts were only successful because of their current size or demographic. Could this transfer system not pose a huge threat to our districts that are currently in compliance with No Child Left Behind standards? A large influx of students may be more than these districts are prepared to handle. It seems to me that the system is destined for failure.
While the No Child Left Behind Act has the intent of helping schools perform better, it is clear that its methods are not a means to that end. I feel that reauthorization of this act with subject our struggling school districts to further troubles and may even cause problems for those districts we have classified as “successful.” Your decision should be an easy one. Please help our children and our schools and end No Child Left Behind.
Sincerely,
David J. Scutari
Wednesday, October 3, 2007
Flow
Csikszentmihalyi's concept of flow is very interesting. If we could somehow get our students to hit this zone and achieve flow every day, the amount of learning that could take place would be astronomical. The caveat lies in the fact that most flow, as we read in the excerpt from "Reading Don't Fix No Chevys," occurs when students are engaged in activities in which they already excel. It seems to me that our focus as educators needs to be on how to access and utilize the skills our students already possess and build a bridge to what we think they need to know. While this concept may seem a bit obvious, I believe the subtlety lies in how to achieve it. If we can figure out a way to place our students in the comfortable realm of what they know while learning what they do not, then our students should be able to achieve flow on a daily basis. So, now that our goal is established, how do we figure out what they like, what they excel at, what they need to know, and how to link all of these things in a coherent and meaningful manner? Any insights will be truly appreciated.
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