Just a quick note that one of Dean Shareski's education students that will be working with a couple of my classes skyped into class today. Check out how it went from him, Kyle Webb .
Nice job, Kyle!
Tuesday, October 6, 2009
Monday, October 5, 2009
Edchat Suggestion
First, I would like to thank Steve Anderson , Tom Whitby, and Shelly Terrell for their great work in organizing and promoting the weekly #edchat on Twitter. I have enjoyed participating and reading the varied opinions on the Tuesday night #edchat''s (7:00-8:00pm EST). My favorite topic was the homework discussion as it really made me think through the purpose of homework. I have also found great educators to follow through the weekly discussions.
But I read these tweets yesterday and it made me think about #edchat a bit more:
iMrsF : "Definitely did not vote for an edtech topic. Seems like we're just having "preaching to the choir" convos too often..."
and mctownsley replied: "@iMrsF as an edchat outsider/lurker, I agree. deep conversations need well-researched or deeply opinionated sides w/opposing views"
Now Matt Townsley's point about deeper conversations is probably one of the disadvantages of twitter and is best served in blogs and comments. But iMrsF has a legitimate concern. I definitely have felt this about Twitter and blogs in general and also about edchat. Now this is not a criticism of any of these ideas, just an admission of what we probably can all agree on that we need to involve more teacher into our PLN networks.
I have an idea that we set up an #edchat for next week with a topic for "newbies." Something aimed at teachers who have never been on a blog or seen Twitter. Some suggestions would be sharing examples of tech. integration, or sharing how our PLN helps us learn. I think it needs to be very introductory and inspiring. Then I would challenge all of us that normally participate to invite all of our teachers in our building/district to "lurk." Show them how to use twitterfall or a similar tool where they can "watch" without having to sign up for twitter.
So what do you think?
But I read these tweets yesterday and it made me think about #edchat a bit more:
iMrsF : "Definitely did not vote for an edtech topic. Seems like we're just having "preaching to the choir" convos too often..."
and mctownsley replied: "@iMrsF as an edchat outsider/lurker, I agree. deep conversations need well-researched or deeply opinionated sides w/opposing views"
Now Matt Townsley's point about deeper conversations is probably one of the disadvantages of twitter and is best served in blogs and comments. But iMrsF has a legitimate concern. I definitely have felt this about Twitter and blogs in general and also about edchat. Now this is not a criticism of any of these ideas, just an admission of what we probably can all agree on that we need to involve more teacher into our PLN networks.
I have an idea that we set up an #edchat for next week with a topic for "newbies." Something aimed at teachers who have never been on a blog or seen Twitter. Some suggestions would be sharing examples of tech. integration, or sharing how our PLN helps us learn. I think it needs to be very introductory and inspiring. Then I would challenge all of us that normally participate to invite all of our teachers in our building/district to "lurk." Show them how to use twitterfall or a similar tool where they can "watch" without having to sign up for twitter.
So what do you think?
Sunday, October 4, 2009
Standardization Kills Real Learning
I have not written about my math class much yet because I have been frustrated. My goal was to use the textbook as little as possible and to use authentic learning sources. The reality is that my scope, sequence, standards, and assessments are all mapped out for me with little wiggle room.
My first unit was on factors, multiples, and prime factorization. The more I think about these topics I find them to be quite abstract and separated from the "real world." The best real world example I could come up with was matching up hot dogs, ten in a package, with buns, 8 in a package, for multiples (Thanks to Becky Goerend for that tip on Twitter) to which another teacher responded, "I just let the extra buns rot in the frig."
This kind of example and others like it in the textbook just feel like the contrived story problems that drive students nuts. No one actually takes the time to figure out the right number of hot dogs and buns because nobody wants to buy 40 of them unless they are having a pretty big party!
I could have used multiples today when we bought candy for my son to bring as birthday treats for his class to make sure each student got the same amount. Instead we bought enough for each kid to have one package and we will eat the leftovers :) This is where math becomes too abstract and irrelevant to students because the questions that are asked in the book would never be worried about in the real world.
Although I do not have to use the textbook, each of our ten unit assessments (read tests) are already created for me by the district. I am required to use these tests. So on top of preparing (read teach to the test) students to take the MEAP next week (Michigan's assessment for NCLB) I feel that I have to teach to the test for every unit. I can not make an alternative assessment such as creating a mathcast or some other portfolio type project.
The push in this country to standardize everything in education to guarantee that each student receive an identical education is a fallacy and just plain ridiculous. It is time for the pendulum to swing back to professional teaching that is creative and individualized. We need to trust teachers to teach the right content at the right time for each student instead of trying to teach everybody as if they are in the same place at the same time. We need to start treating students as humans who are naturally curious, intelligent, and motivated by authentic learning experiences instead of as lab rats.
I am tired of hearing about how we are behind all of these other nations based on some test. The United States is still the creative center of the world. Last time I check the elite of the world stil come to our universities. This will eventually change if we continue down this overkill of standards and cookie cutter assessments that kill curiosity and creativity in our kids.
My first unit was on factors, multiples, and prime factorization. The more I think about these topics I find them to be quite abstract and separated from the "real world." The best real world example I could come up with was matching up hot dogs, ten in a package, with buns, 8 in a package, for multiples (Thanks to Becky Goerend for that tip on Twitter) to which another teacher responded, "I just let the extra buns rot in the frig."
This kind of example and others like it in the textbook just feel like the contrived story problems that drive students nuts. No one actually takes the time to figure out the right number of hot dogs and buns because nobody wants to buy 40 of them unless they are having a pretty big party!
I could have used multiples today when we bought candy for my son to bring as birthday treats for his class to make sure each student got the same amount. Instead we bought enough for each kid to have one package and we will eat the leftovers :) This is where math becomes too abstract and irrelevant to students because the questions that are asked in the book would never be worried about in the real world.
Although I do not have to use the textbook, each of our ten unit assessments (read tests) are already created for me by the district. I am required to use these tests. So on top of preparing (read teach to the test) students to take the MEAP next week (Michigan's assessment for NCLB) I feel that I have to teach to the test for every unit. I can not make an alternative assessment such as creating a mathcast or some other portfolio type project.
The push in this country to standardize everything in education to guarantee that each student receive an identical education is a fallacy and just plain ridiculous. It is time for the pendulum to swing back to professional teaching that is creative and individualized. We need to trust teachers to teach the right content at the right time for each student instead of trying to teach everybody as if they are in the same place at the same time. We need to start treating students as humans who are naturally curious, intelligent, and motivated by authentic learning experiences instead of as lab rats.
I am tired of hearing about how we are behind all of these other nations based on some test. The United States is still the creative center of the world. Last time I check the elite of the world stil come to our universities. This will eventually change if we continue down this overkill of standards and cookie cutter assessments that kill curiosity and creativity in our kids.
Saturday, October 3, 2009
Paper Platforms
I usually write about the new things that I am trying in my classes, but I realized this week that some of my "old" lessons are worth sharing. In my 6th grade technology class I have always taught the paper platform lesson. The source of this comes from my mentor technology teachers Larson and Roode, a true master of teaching kids to come up with creative solutions.
The paper platform project challenges students to build a three inch tall platform that can hold as many pennies as possible. The beauty of the challenge is that it is cheap and simple, yet not easy. I do not give students hints or help but ask lots of questions about their practice models. I often see all A students frustrated by this project because I will not help them solve it. I also feel it validates some students hands on skills that are often undervalued in school, but are important in the real world.
I have had lots of very different solutions over the years. The current world record is over 1500 pennies and the students get their names posted on my "Wall of Fame." What lesson do you use to teach problem solving?
The paper platform project challenges students to build a three inch tall platform that can hold as many pennies as possible. The beauty of the challenge is that it is cheap and simple, yet not easy. I do not give students hints or help but ask lots of questions about their practice models. I often see all A students frustrated by this project because I will not help them solve it. I also feel it validates some students hands on skills that are often undervalued in school, but are important in the real world.
I have had lots of very different solutions over the years. The current world record is over 1500 pennies and the students get their names posted on my "Wall of Fame." What lesson do you use to teach problem solving?
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