Preface:
In light of discovering previously unannounced work to do on Monday morning, the accompanying frustration, and the sheer amazingness of one single hour spent hearing from students in last night's class all spurred me on to express these thoughts.
I'm thinking that no matter how many books I read, or blogs I post I will not become a teacher simply by pondering or reflecting. I think the discussion we had with the GSA students from Carlsbad was by far the best class we've had all year long. I think what would really benefit teachers in a program like this would be to have more of those kinds of activities, where we get to hear straight from the students what they look for in a teacher, how effective group work is for them, how effective teacher websites actually are, and what they think of all of the stuff we've been going over.
(You could consider this to be the "comments" section of the evaluations we'll be doing for the last class meeting about the program)
I think in our EDSS 530 class I would much rather not be thrown into a last minute "create a mock-up of a website you might use" assignment, and much rather hear how to make the lame websites we already know how to make "superb!". In addition, having an assignment that challenges my brain more than reading and regurgitating in reading responses, journals or on a blog would be really motivating (ex. "Find a way for students to take their quizzes on their cell phones this week", or "Learn how to use Skype this week and chat with a teacher from overseas", or "write a grant for updating the computers or technologies at your school and submit them"). I feel much like Tiffany does, I don't feel challenged, or that I'm taking much new material in.
I also feel "overgrouped" to make up a word. I literally have had trouble keeping track of the groups I'm in, and the tasks for each project. In my personal opinion, group work is not always the "go-to" for learning, and should be sprinkled in as needed. Also, because of programs like GoogleDocs we really don't need to do much face to face, and with all our assignments piling up there was no feasible way to coordinate a meeting with 4 busy student teachers for every project we had. All that is to say, most of my group work so far this semester has been individual work.
I realize as a teacher myself that creating engaging lessons is difficult, and you're dealing with some very bright young individuals determined to be teachers, so I couldn't understand the pressure on your end to live up to those expectations. I do, however, think some class time to really discuss these issues would be beneficial, not a 15 minute chat so we can move on to a jigsaw reading, but a real sincere look at how to inspire us as teachers.
I think this is more than 300 words, and I hope it comes off in a respectful manner. But I am glad Tiffany opened a door to really voice some healthy critiques of the program, because we all want to be stellar teachers, and we all want to see this program produce even better educators in years to come.
Thanks.
Thursday, February 25, 2010
CP2 Website
Here's the website I used last semester and could be a good format to use in the future:
http://teachers.sduhsd.k12.ca.us/jdigiulio/Modern%20World%20History/Mod.%20World%20course%20related%20links.htm
http://teachers.sduhsd.k12.ca.us/jdigiulio/Modern%20World%20History/Mod.%20World%20course%20related%20links.htm
Sunday, February 21, 2010
Reading Reflection 4: Groupwork ch. 4-5
From Chapter 4 from the Cohen book, I found the section "Prevention of Dominance" to be the most interesting to me. Partly because I am so outspoken and tend to be the one who speaks the most and dominates groupwork, and also because it was an obvious obstacle in the groupwork I assigned at my first school site.
The section talks about Morris's 4 rules for effective group discussion. 1) Say your own ideas, 2)Listen to others; give everyone a chance to talk, 3) Ask others for their ideas, and 4)Give reasons for your ideas and discuss many different ideas. After a certain amount of time in the groups, the teacher should stop and ask the groups to evaluate if they have been practicing all of the above suggestions. The author also suggests assigning a group monitor to report to the class the behaviors they observed, and lead a class discussion on the effectiveness of the groupwork. It also suggests keeping those rules displayed in the classroom at all times so that students can easily remember them.
I think that dominance by certain students in group work is very prevalent and hard to control. These are some good ideas, and I've heard other ideas before on the subject. It is especially important to remember these things in a very diverse school setting, where some students are native English speakers, and some are not. Getting all of the students, regardless of their abilities in the English language to participate, is vitally important for enriching the education of all the students in my classroom.
I would love to hear more about how to make groupwork more democratic in our classrooms.
The section talks about Morris's 4 rules for effective group discussion. 1) Say your own ideas, 2)Listen to others; give everyone a chance to talk, 3) Ask others for their ideas, and 4)Give reasons for your ideas and discuss many different ideas. After a certain amount of time in the groups, the teacher should stop and ask the groups to evaluate if they have been practicing all of the above suggestions. The author also suggests assigning a group monitor to report to the class the behaviors they observed, and lead a class discussion on the effectiveness of the groupwork. It also suggests keeping those rules displayed in the classroom at all times so that students can easily remember them.
I think that dominance by certain students in group work is very prevalent and hard to control. These are some good ideas, and I've heard other ideas before on the subject. It is especially important to remember these things in a very diverse school setting, where some students are native English speakers, and some are not. Getting all of the students, regardless of their abilities in the English language to participate, is vitally important for enriching the education of all the students in my classroom.
I would love to hear more about how to make groupwork more democratic in our classrooms.
Wednesday, February 10, 2010
Reading Reflection 3: Groupwork ch.1-3
Chapter 1:
This chapter serves to introduce the concept of groupwork in the classroom. The philosophy states that groupwork is not the only way to do things, but one way of making the instruction engaging. It helps to bring students together to communicate, collaborate and problem solve with others. As a teacher it's important that groupwork be outlined clearly, and the methods researched. Not all groupwork works the same, so knowing your students and their abilities is key.
This chapter didn't dive too much into details or have much to comment on, but I do know that groupwork does work differently with different classes, even between 2 classes that are the same subject. We tried different methods in my Clinical Practice at La Costa Canyon, and I felt that doing too much groupwork allowed for certain students to not participate at all, and still get a grade. So devising specific ways for all members to be engaged is important.
Chapter 2:
This second chapter delves into the purpose and usefulness of groupwork. Academically students can learn a great deal from their peers. Groupwork challenges students to work hard on their individual portion in order to benefit their peers. It also pushes students to create roles for themselves and take initiative and responsibility. Groupwork can also be a way to introduce creative problem-solving skills to the classroom, and reinforce concepts that need more attention. Groupwork helps to develop higher order thinking skills and improves other basic skills as well.
In addition, our SIOP book talks about how groupwork is important for language learners. Speaking to students in familiar language instead of academic helps to build their English skills, have other language resources in the classroom, and connect with Native English speakers on a personal level.
Chapter 3:
This chapter serves to expose some of the flaws or possible interruptions to groupwork. Certain students tend to always take leadership roles in groups, while others linger back and allow the group to assign them a duty. In addition, work can be unequally distributed among members, or done by one person by themself. Groups can be off task, lazy and complacent. Groups create loop holes for students.
This was very true in my experience with groups from my Clinical Practice I. It was very challenging to try to get all members of a group to engage and participate equally. If I partnered language learners with strong and patient students, those language learners often rode behind the native speakers in work, and the native speakers were more than willing to "just do it themselves". Some even get frustrated by groupwork and argue against it. With groupwork there will always be challenges.
What I'd like to know next is how to get lower-performing students to step up in groupwork and take initiative. Should I assign roles, and give leadership roles to those students? What about research groups if some students don't have access to the internet? Should I allow for a whole day in the library, or have students go on their own time? How often should groupwork be used? Students can get burned out on groupwork, so how do you motivate them?
This chapter serves to introduce the concept of groupwork in the classroom. The philosophy states that groupwork is not the only way to do things, but one way of making the instruction engaging. It helps to bring students together to communicate, collaborate and problem solve with others. As a teacher it's important that groupwork be outlined clearly, and the methods researched. Not all groupwork works the same, so knowing your students and their abilities is key.
This chapter didn't dive too much into details or have much to comment on, but I do know that groupwork does work differently with different classes, even between 2 classes that are the same subject. We tried different methods in my Clinical Practice at La Costa Canyon, and I felt that doing too much groupwork allowed for certain students to not participate at all, and still get a grade. So devising specific ways for all members to be engaged is important.
Chapter 2:
This second chapter delves into the purpose and usefulness of groupwork. Academically students can learn a great deal from their peers. Groupwork challenges students to work hard on their individual portion in order to benefit their peers. It also pushes students to create roles for themselves and take initiative and responsibility. Groupwork can also be a way to introduce creative problem-solving skills to the classroom, and reinforce concepts that need more attention. Groupwork helps to develop higher order thinking skills and improves other basic skills as well.
In addition, our SIOP book talks about how groupwork is important for language learners. Speaking to students in familiar language instead of academic helps to build their English skills, have other language resources in the classroom, and connect with Native English speakers on a personal level.
Chapter 3:
This chapter serves to expose some of the flaws or possible interruptions to groupwork. Certain students tend to always take leadership roles in groups, while others linger back and allow the group to assign them a duty. In addition, work can be unequally distributed among members, or done by one person by themself. Groups can be off task, lazy and complacent. Groups create loop holes for students.
This was very true in my experience with groups from my Clinical Practice I. It was very challenging to try to get all members of a group to engage and participate equally. If I partnered language learners with strong and patient students, those language learners often rode behind the native speakers in work, and the native speakers were more than willing to "just do it themselves". Some even get frustrated by groupwork and argue against it. With groupwork there will always be challenges.
What I'd like to know next is how to get lower-performing students to step up in groupwork and take initiative. Should I assign roles, and give leadership roles to those students? What about research groups if some students don't have access to the internet? Should I allow for a whole day in the library, or have students go on their own time? How often should groupwork be used? Students can get burned out on groupwork, so how do you motivate them?
Monday, February 8, 2010
School Reform at Lunch
1. The school that I found is South Valley Academy in Albequerque, New Mexico. This school is known byt the "Essential Schools" website as a "Mentor School". This means they are paired up with counselors or advisors who follow them throughout their high school career. In addition, on Thursdays the students spend 3 hours out serving their community in different facets. Community service is used to prepare them for civic engagement and citizenship.
http://southvalleyacademy.org/SVA_Site/Welcome%21.html
2. This school connects to the component for "Providing Comprehensive Support for all Students". They have advisors who help them out, give them support and are an additional resource for them. In addition, the community service is providing them an opportunity to learn real-life application skills, which would fall under the "Creating New Curriculum Paths" or even perhaps, "Powerful Teaching".
http://southvalleyacademy.org/SVA_Site/Welcome%21.html
2. This school connects to the component for "Providing Comprehensive Support for all Students". They have advisors who help them out, give them support and are an additional resource for them. In addition, the community service is providing them an opportunity to learn real-life application skills, which would fall under the "Creating New Curriculum Paths" or even perhaps, "Powerful Teaching".
Sunday, February 7, 2010
Reading Reflection 2: BPHS
3 -
Of the Best Practice I learned from BPHS, I think the three that I think would have the most impact on the school are, the different "Houses" or departments for subject specialty, the personal advisors, and the flexibility of the schedule. I think that splitting students up into various "Houses" like a "Humanities House", or a "Science House" makes high school very dynamic. Students must make a decision at that young age what they think they might be interested in, and even maybe what they'd like to do as a career. I think that this can be either really positive and motivating for those who have a career in mind, or it can be really stressful for those who are undecided and haven't formed strong interests in those categories. This practice aligns with the component for "Creating Curricular Paths". The group advisors that take a section of students and follow them all four years through high school is another practice that I actually think is a really great idea. It allows students to have a point person or "go-to" teacher for questions and just to connect. This would fall into the component for "Providing Comprehensive Support for All Students". And finally, the flexible schedule of BPHS is designed to give more efficient instruction to students, and provide a better learning environment. For this practice to really take root in a high school the teachers must be on board to have flexible schedules, and the students must be alert as to how the schedule works and where they have to be at what time.
2-
My first Clinical Practice school was La Costa Canyon High School. Though they are new, they are still very much a traditional high school, and not geared specifically towards this vision of schools from Second to None. La Costa Canyon had the priviledge of being built in a very affluent community, so one connection I make is their ability to incorporate technology into the classroom. Teachers have computers, projectors, document cameras and more in every class. Almost every teacher has a website, and the school itself communicates with teachers about grades and attendance through an online interface called "Aeries". This would fit into the component for "Establishing a Comprehensive Accountability and Assessment System" and "Developing Powerful Teaching and Learning". Students also have access to a library full of new computers, and the school runs an after school study hall for students who don't have computers, or need to use one, to access their computers and receive help from aids and tutors walking around the library. This practice is a great component for " Providing Comprehensive Support for All Students". Though LCC doesn't look very much like BPHS, the roots of good teaching, accessing technology, and providing school supports are all there.
1-
I'm confused by the wording of this question. I will take it to read, "What practice from Rethinking High Schools will no longer be in practice at LCC?" I think that because there is such a cultural tie to traditional schedules in San Diego, that developing a flexible, and sometimes confusing schedule, would make LCC undesireable to attend if they can go elsewhere. Students are so used to an 8-2pm schedule, and either traditional or block period schedule, that any change, or additional classtime would come with some hesitancy from both parents and students.
Of the Best Practice I learned from BPHS, I think the three that I think would have the most impact on the school are, the different "Houses" or departments for subject specialty, the personal advisors, and the flexibility of the schedule. I think that splitting students up into various "Houses" like a "Humanities House", or a "Science House" makes high school very dynamic. Students must make a decision at that young age what they think they might be interested in, and even maybe what they'd like to do as a career. I think that this can be either really positive and motivating for those who have a career in mind, or it can be really stressful for those who are undecided and haven't formed strong interests in those categories. This practice aligns with the component for "Creating Curricular Paths". The group advisors that take a section of students and follow them all four years through high school is another practice that I actually think is a really great idea. It allows students to have a point person or "go-to" teacher for questions and just to connect. This would fall into the component for "Providing Comprehensive Support for All Students". And finally, the flexible schedule of BPHS is designed to give more efficient instruction to students, and provide a better learning environment. For this practice to really take root in a high school the teachers must be on board to have flexible schedules, and the students must be alert as to how the schedule works and where they have to be at what time.
2-
My first Clinical Practice school was La Costa Canyon High School. Though they are new, they are still very much a traditional high school, and not geared specifically towards this vision of schools from Second to None. La Costa Canyon had the priviledge of being built in a very affluent community, so one connection I make is their ability to incorporate technology into the classroom. Teachers have computers, projectors, document cameras and more in every class. Almost every teacher has a website, and the school itself communicates with teachers about grades and attendance through an online interface called "Aeries". This would fit into the component for "Establishing a Comprehensive Accountability and Assessment System" and "Developing Powerful Teaching and Learning". Students also have access to a library full of new computers, and the school runs an after school study hall for students who don't have computers, or need to use one, to access their computers and receive help from aids and tutors walking around the library. This practice is a great component for " Providing Comprehensive Support for All Students". Though LCC doesn't look very much like BPHS, the roots of good teaching, accessing technology, and providing school supports are all there.
1-
I'm confused by the wording of this question. I will take it to read, "What practice from Rethinking High Schools will no longer be in practice at LCC?" I think that because there is such a cultural tie to traditional schedules in San Diego, that developing a flexible, and sometimes confusing schedule, would make LCC undesireable to attend if they can go elsewhere. Students are so used to an 8-2pm schedule, and either traditional or block period schedule, that any change, or additional classtime would come with some hesitancy from both parents and students.
Tuesday, February 2, 2010
Reading Reflection 1- Rethinking High School
When reading the first chapter about this new school in Chicago my first thought is, "Wow, this sounds excellent!" But like most things, I like to have a healthy and modest skepticism about things that sound too good to be true. I think what resonated most with me was this schools desire to make kids feel like the school cares about them, is relevant and important to their lives and development as working citizens, and doesn't classify or "track" them. I think that this sort of atmosphere should be fought for on every school campus, not just the high schools that are given some academic freedom. Teachers should strive to give students this kind of environment on a school campus, knowing that it will affect the students engagement, participation, and achievement in their education.
I think one of the reforms that I was less keen on was the "House" system of organizing students. I remember in high school that whenever a decision arose about where to go for lunch, what classes to take, or whether or not I did honors depended on how many friends were doing the same. It's fair to say that with choices like these it would be very difficult to keep students from just being followers of friends, and not interactive and entrepreneurial citizens.
I noticed that just like "Second to None", teachers were expected to be very flexible with their schedules. Teachers at these schools have to be all-stars at what they do, and be willing to put in long hours and display incredible flexibility and versatility. That will be my role as a teacher, whether in a school like this or not.
I would like to learn more about how these students did once they got to college. Because colleges are structured more to teach to public high school students, and work with traditional schools' graduates, how would these students from a school like this do in a college classroom? Is their ability to think critically and problem solve enough to get them through a notes and lecture class in college?
I think one of the reforms that I was less keen on was the "House" system of organizing students. I remember in high school that whenever a decision arose about where to go for lunch, what classes to take, or whether or not I did honors depended on how many friends were doing the same. It's fair to say that with choices like these it would be very difficult to keep students from just being followers of friends, and not interactive and entrepreneurial citizens.
I noticed that just like "Second to None", teachers were expected to be very flexible with their schedules. Teachers at these schools have to be all-stars at what they do, and be willing to put in long hours and display incredible flexibility and versatility. That will be my role as a teacher, whether in a school like this or not.
I would like to learn more about how these students did once they got to college. Because colleges are structured more to teach to public high school students, and work with traditional schools' graduates, how would these students from a school like this do in a college classroom? Is their ability to think critically and problem solve enough to get them through a notes and lecture class in college?
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