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2/7/2010

Facing Resistance

I have been reminded by the blog posts and comments all year that we are a community of teachers engaged in making changes in our schools. Sometimes the changes are with a particular student, sometimes within our classrooms, and sometimes within our schools as a whole. Sometimes, we are struggling to change large systems of oppression in the world at large. In any case, change is generally met with resistance. My colleague at the White Privilege Conference, the Reverend Jaime Washington, taught me that resistance to one's ideas means one is doing good work! I recently attended a meeting at my school where we were discussing proposed changes to a course I have taught for several years. The following phrase, " students will collaboratively engage in projects designed to stimulate community action," sparked fierce debate about traditional vs. non-traditional methods of assessment, service learning vs. community action, and collaborative engagement vs. individual research papers. The discussion quickly became hostile as old battle lines were re-drawn and patience waned. I reminded colleagues that we were at a crossroads as the whole faculty has been exploring what it means to be a 21st century school. I'm afraid I offered too little, too late, in terms of getting that particular discussion back to a positive place. How does your faculty engage in difficult conversations? How do you, as a change maker, deal with resistance?

flaurie s. imberman
February 7, 2010

Posted at 3:04 PM by Flaurie S. Imberman | Category: Character & Ethics | Permalink | Email this Post | Comments (0)

2/1/2010

Increasing Our Global Learning Community

Planet Earth is not decreasing in size: however, our global community is getting closer all the time. We as a learning community must recognize the need to increase our students’ skills in communicating with other students and cultures around the world. As the European Union increases to 27 nations and “BRIC” (Brazil, Russia, India, and China) nations are emerging as both economic and political powers, our job is to engage our students in becoming problem solvers with others around the world.

For better or worse, when it comes to solutions to global problems, “we’re all in this together.” The song lyrics surely rang true when students from St. Francis Episcopal Day School in Houston, Texas, and St. John’s Episcopal School in Puerto Cortes, Honduras, partnered their passions to tackle a global environmental problem. The initial catalyst for this meeting of young minds, Jean-Francois Rischard’s book High Noon: 20 global problems, 20 years to solve them, was embraced by the National Association of Independent Schools (NAIS), which offered the Challenge 20/20 project to member schools. Accepting the challenge, the two schools conquered the distance and differences through cyber messages and cell phones and were able to exchange information.

Students and faculty from both schools developed lasting relationships by working together on this environmental problem. Students from both schools were challenged academically and in their leadership skills when presented with unexpected pollutants in their bay waters. In spite of cultural differences and language barriers, consistent with both staff and students, all parties managed to exchange ideas using the many resources of technology

What began as a collaborative effort between two cultures to investigate water pollution became an opportunity for a group of students to not only grow academically, but most of all as informed leaders. These students have a real sense of how small our world is becoming as they worked on a shared environmental problem. They understand they can make a difference. The last phone call between the two teams ended with a resolve to take on global deforestation, now. And they are “all in this together”.

This project has created a great deal of interest in our student body as others want ways to communicate with students from other states and nations. The idea of collaborating on a common environmental problem using Rischard’s book was the springboard previously. However, I would welcome more ideas for global collaborations as well as methodology. The recent catastrophe in Haiti has drawn so much worldwide attention. The seems to be a perfect opportunity to not only have our students become more globally aware, but also more sympathetic to the needs of others outside of their own community. What ideas have you and your students created in light of the Haiti disaster?

Posted at 5:31 PM by Debbie Harris | Category: Master Teacher | Permalink | Email this Post | Comments (0)

1/26/2010

PowerPoint Peeve

I am as much a fan of technology in the classroom as anyone; I think it has proven benefits in terms of engaging students. However, I have struggled somewhat with incorporating more PowerPoint presentations into my teaching. Slides are great for projecting maps, charts, photographs, artwork and other images, but when I have added text I feel that it constrains me more than liberates me. I teach history and geography, and when I have used PowerPoints rather than the chalk board (we actually still have those!), I feel like I have a script that I am supposed to follow, leaving me little room for creativity in how I present the material. If a student asks a question that is somewhat off the sequence I have prepared, do I flip ahead to that slide or tell the student that I will answer that later? I find myself thinking about staying on or getting back on the “script” more than whether I am effectively conveying the important ideas. And honestly I am not sure that more practice and polish is necessarily the answer; it feels like it might just make the classroom experience less genuine. For me at least, it doesn’t seem to be conducive to discussion. Furthermore, I have noticed that when I do present the material this way, many students stop paying attention and then expect me to email them the file later so that they don’t have to take notes. Call me old-fashioned, but I believe there is still value in having students practice their listening skills as well as note-taking. Does anyone else have these issues? Given that many schools seem to be encouraging the expanded use of PowerPoint, I would love to hear what other teachers think, especially those who have had more success using it. Okay, my rant is over.

Posted at 10:19 AM by Nini Halkett | Permalink | Email this Post | Comments (5)

1/19/2010

Let's Talk About Creativity!

What is the new 21st century "appropriate use" media of choice for our up-and-coming young artists? Is today's appropriation process valid as a form of art and expression, or is it just downright illegal? At what moment does a young mind meld with its creative self interests? Does this become an identity? Are creative individuals more likely to have a better sense of self? What is the link between creative interests and moral compass? Is identifying a creative identity a bridging system for personal advancement? How do we as educators recognize this 21st century creative identity and work that into our lessons? Differentiation today is a heck of a lot more diverse than it was even ten years ago, before the ipod! What are you doing to keep creativity valid, important, and steadily flowing through your curriculum? I will reserve my opinion so as to not influence this thread do to the fact that creativity is central to my educational endeavors. Let me know what you think!

Posted at 7:39 PM by NAISiMISMembershipProvider:123185 | Permalink | Email this Post | Comments (2)

1/11/2010

Basic Research and Student Collaborations: A way to promote learning.

Students learn better with hands-on activities. As teachers, we all know this. I have been teaching biology for over 30 years. I have found that concepts become real and facts better understood when there is some activity that helps them become real for students. All teachers also know that you learn your subject better when you actually try to teach it. Encouraging student collaborations is a way to help students teach each other. Collaborations are not cooperations. That can be a difficult concept for students to understand. I want them to work on the entire assignment, or activity, together. The final product should be what each has produced together.

For example, typically during a 45 minutes class, I will give students a list of vocabulary and/or figures from a chapter to consider. I ask them to “discuss with their scientific colleagues” what the vocabulary means or what the figures are trying to explain. This is followed by a whole class discussion or activity that reinforces the exercise. With enough practice, I find that eventually the students begin to “own” the process of their learning. I find myself receding into the background and taking a facilitator role in the classroom and the laboratory. I enjoy it when students are confident enough to begin to puzzle out problems with minimal suggestions from me. It is important to listen to them and give them guidance when they are misunderstanding a concept or term. However, sometimes-and this is hard to do-it is valuable to let them make a mistake and then give them the opportunity to correct it.

Students in my classes work on independent research projects (IRPs). These generally evolve throughout the academic year. These projects are developed by the student with guidance. Generally the students research the original scientific literature regarding a topic that they are interests them. Often they then contact the scientist who wrote the paper. This can lead to a healthy and informative interaction between the student and the researcher. Protocols are designed and tested and are often adjusted. For example, this year I have a ninth grade girl who is interested in how estradiols are affecting sex determination in organisms that live in the Potomac River. We contacted a scientist with the Department of Natural Resources and he suggested that we contact a researcher from USGS who is working on this problem. Next week, we are going to visit the scientist’s lab and discuss the topic with her. She sent us several articles by email so we can read these and better understand her research. The student is currently developing questions and an outline for an experiment. This process allows students to be creative and encourages critical thinking. It also exposes them to the “real” side of science-often the initial experiment does not yield the expected results. When that happens, I explain that the experiment did not fail-the only way to really fail in science is to do nothing! Now the students need to figure out what question they were asking when they got an answer they did not expect. Now they are on the road to discovery!

Posted at 10:11 AM by Melanie Fields | Category: Pedagogy | Permalink | Email this Post | Comments (3)

1/8/2010

Cross-Curricular Overhaul

One of the points being made in the Meaningful Teaching blog post is one fundamental to any change that occurs in Education. The British model of education (by which we are modeled) is a long outdated model that does not really make sense in today’s society. For example, the idea that classes such as Health, Physical Education, Art, Music, even computer technology are "elective" classes baffles me. There might even be an argument that some of those classes have MORE value than some of the traditional core courses. We must come to an agreement that any class offered at school is as valuable as another. The rigor must be a given and the value to the world must be clear. Graduation requirements must alter dramatically to reflect that. We need to allow more classes to be dual credit between departments, so students are encouraged, not limited, by the schedule. We must get out of the absurd 8:05-8:55 is English, 9:10-9:55 is Science mentality and let curriculum, schedule, talents, grading, and offerings be truly cross-curricular. Science and Math are not separate subjects. English and Art are not separate subjects. Science, Math, and English are as much Computing Science as they are anything else. So, we are talking about a world that completely overhauls the way we look at education, approach learning, teach students, grade performance, and harnesses the raw energy of the student instead of squashing it. Students are not motivated by the questions at the end of the chapter. They are not motivated by a test of random definitions or a multiple choice quiz. What can motivate them is the skills that they will learn and the accomplishment they will feel when the present their multimedia oral presentation to the rest of the class that involved elements from every one of their classes. Students of all ages and all levels can be motivated by projects which requires collaboration, problem solving, computation, thought, creativity, perseverance, rigor, research, time, and effort . To allow for a Meaningful Teaching Experience and more, this must be what we do in our schools day in day out. Whew! How's that for a Friday afternoon post?

Posted at 4:39 PM by Doug Bergman | Category: Pedagogy | Permalink | Email this Post | Comments (4)

1/4/2010

Meaningful Teaching: Classroom education with a Global perspective

The concept of classroom education will change due to increasing technology, a global economy and a greater diversity of students and teachers. As our knowledge base broadens, we will all become learners; we as teachers—will teach our students and they in turn through their research, will teach us. Our goal must be to foster lifelong learning among students and teachers.

Some future trends, issues and ideas to consider as we change the way we teach, follow:

The site of education will expand beyond the classroom. Our educational offerings need to include more internships and international experiences. We need to become global learners, conscious of the planet’s vast array of cultural, biological and economic communities.
Curriculum for broad discussions must be developed leveraging an intense use of technology. We must use technology to integrate global topics and challenge our students to develop solutions for international communities. We must become unbounded by country lines and learn to appreciate the cultures of other societies so we can work to establish global public goods. As we move towards a more technologically advanced world, these goods will affect more people on a daily basis. Global public goods include a clean environment, education, less poverty, no genocide, and fair trade. We must be advocates for these goods, by creating shared experiences for students in real life.
Incorporate social justice teachings across all curriculums. It is important to be committed to the overall well-being of our global society; to be well read on the problems and issues that affect people throughout the world in order to see the actions of a country or of world leaders from the point of view of those taking such actions and within their paradigms. Additionally, we must be able to recognize injustices occurring around us and thus become agents of social change by becoming involved with such issues. We must take an active role in our local and global communities through national and international non-profit organizations.
Develop curriculum to educate students about the balance between school, and the global community. Teachers and students must step out of the comforts of home to understand the problems and issues that confront people throughout the world and must feel comfortable interacting with a diverse group of people. We need to create shared experiences for students in real life so that they can understand the relationship between what they learn in the classroom and how it translates into real life events.
Train and recruit teachers with an ability to integrate liberal arts to the entire curriculum. We need to attract more bi-lingual and bi-cultural teachers to facilitate an immersion in the language arts for our students. We must cultivate an appreciation for creativity and the arts among our students and staff. Culture often manifests itself through traditional forms such as literature, music, paintings, and performing arts, which can tell the story of a specific culture from its origins to its current state. Developing an appreciation for the cultures of other societies plays an important role in becoming an active global citizen.

What do we mean by educational excellence, effective teaching and teachers of the future? Will we have virtual classrooms? If so, will this disrupt the normal human interaction of students? How can we promote lifelong learning?

These topics keep challenging us to find the most effective way to teach our students. On one hand we must provide them the knowledge they require to be successful in college; and for life we must instill in them a love for learning so that in the future they can apply that knowledge and continue to learn and make a positive difference in the world.

Posted at 6:56 PM by Maluza Escamilla | Category: Pedagogy | Permalink | Email this Post | Comments (1)

12/15/2009

AP Goodbye

My department has done the unthinkable....and lived. We dropped AP. What? Oh my goodness! You're kidding? It's not possible! Surely all your kids left and parents demanded your head! And yet I stand before you today as testament that not only did we do that, we have put something in it's place that eats it for breakfast. Instead of AP being the last class culmination and ending with a big test, we took a different approach....and it did not involve multiple choice questions. And we had the same numbers of students! Kids learned to program robots using Java. We were able to use the infra-red sensors and motors to interact with and react to the environment. We had the kids check credit cards numbers using the Luhn Algorithm for the e-commerce shopping cart webpages which simulated an online cash register system. Students spent weeks designing and implementing video games that were nearly as good as some products on the market. So, yes, there was a not a big test at the end of the semester. But, NASA does not care about how much you can regurgitate on a multiple choice test. They want to see what you can DO and what problems you can solve. And all this was to tide us over for a few years as we put a true 4-year Computer Science track in place. We are already in year two and the response has been incredible.
What's my point? School: Put your faith in your top notch teacher to build a better class than AP and support those teachers by giving appropriate class credit. And encourage your student to take them. Parents: Look beyond AP as the solution to your college problems. Students: Take the classes that engage you...not the classes that are simply requirements to graduate.

Posted at 8:22 PM by Doug Bergman | Category: Testing, Standards, Curriculum | Permalink | Email this Post | Comments (6)

12/14/2009

How should curriculum be changing as technology becomes more ubiquitous in clasrooms?

Are teachers going to get downsized or outsourced?

Probably not.

But, will teaching look different?

Probably so.

Should the curriculum be changing too?

Definitely.

Being uncertain about how technology will change ones job is not a new concern. See “Desk Set” the 1957 movie with Hepburn and Tracy if you want a witty, holiday version of the debate. (I recommend it if you haven’t seen it.) For a more up to the minute discussion of what is changing in the classroom, see Will Richardson’s latest blog post.

photo by Will Richardson CC.

Independent schools have the luxury of not being part of huge systems. This means that they should be more light on their feet. And yet, it sometimes seems that even for a single school it can be hard to alter the course in any significant way. Given the ease of access to information, which is only going to get easier, the decreasing cost of both access and machines, and the increasing power of small, easy to transport computers/hand-helds, I think we need to do some serious thinking and changing. And, it needs to it has to move beyond high-altitude vision; it has to get down to the nitty-gritty. Here are some discussions I think we should be having about technology use and curriculum.

What do we still want students to memorize and why?
How much and at what age and with what guidance/direction do we want our students to be breaking out of the walls of our schools?
How critical is it for teachers to be at the cutting edge with tech tools?
And finally how can I research new ideas, have more conversations with my family, more time to connect with other teachers/friends/community, and eat more good food without getting fired from a job I really like?

Are you having or have you had any of these discussions--for real--in your schools? If so, how are they going? If these are not the discussions you would like to be having, what would you suggest?

Posted at 12:44 PM by Wendy Eiteljorg | Category: Web 2.0 Tools & Software | Permalink | Email this Post | Comments (4)

12/6/2009

Zap The Zeros?

We had a very interesting faculty meeting last week discussing grades and homework centered around some articles that Dr. Hugh Schoolman (middle division head) brought to the table for discussion. Basically, the central questions are this: How much importance should we place on a failing grade in terms of homework/test grading, and should a failing grade of zero be given as opposed to a pre-determined grade of fifty, for example, so that a student's grade average during a marking period shouldn't suffer due to one failing grade?

There are some schools that were cited in the article where zeros are not given. Are any of you teaching at such a school? Our faculty discussion went around and around on this topic, but the overall consensus felt that in addition to curriculum, our primary jobs as teachers are to teach students responsibility, time management, and that every action has a consequence. Therefore, if a student repeatedly does not turn in homework which is graded in a class, then the student accepts the consequence of the zero. The same thing applies to tests as well. If a student chooses not to study for a test, or turn in a project or essay on a due date, then the student accepts the consequence of that grade. Many also felt that those students who do do homework and hand things in on time should be recognized for their efforts.

At Shorecrest, we have many interventions in place; meaning we do all that we can as teachers to try and head off failures. Homework reminders, chunking of project requirements, emails to parents, academic updates, study sessions etc. are utilized so that every child has the chance to be successful. Some still do not take the initiatives.

Every faculty member it seems has some sort of homework and test policy he/she follows, and most teams are consistent across the board in what they do. The basic feeling from our meeting (that I came away with) was that zeros will continue to be given, and that every effort will continue to be made to head students in the positive direction.

How do you treat failing grades in your school?

Posted at 10:43 AM by Amy M. Cobb | Permalink | Email this Post | Comments (4)

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