Changing Structures

Grouping students according to one characteristic only causes diversity in other characteristics.  So why is it that we group students by the common characteristic of age? 

Most schools that we see today still follow the factory model.  Everyone goes in, “learns” what we expect them to learn; hoping the end result is that everyone leaving knows the same exact thing.  Is this really what is best for our children; for our future? 

In a video about different ways students are grouped in schools, Dr. Jeannie Oakes talks about targeting instruction in order to teach everyone at once.  She goes to on to say that we need to differentiate for each student, and help students learn based on each of their needs.  Our schools system now, with the way we group students, pretty much end up targeting instruction (even though they strive for differentiation) and Oakes says, “whenever we do that targeting, we are then limiting the possibilities for learning for all of the children.” This defeats the purpose of school.  And it makes our children’s futures look bleak.   Our goal is to provide multiple ways and possibilities for learning.  We want to encourage children to learn, to love learning, and to learning in any way possible by any means.  We must encourage learning.  We need to stop expecting students to memorize and spit out answers.  We SHOULD be encouraging students to question, to use their minds and imagination, and to explore.  We SHOULD be learning with our students and encouraging them to discover new things.  We SHOULD be expanding learning opportunities, not limiting them to learning what is going to be on a test. 

Some schools are starting to change the way they do things (although there is very limited research).  According to The LosAngeles Times, schools in Beaufort, SC, have been successfully using multi-age grouping strategies in their schools.  After visiting their website, I found they have a Montessori school affiliated with their district.  At this school, students are grouped into three “classes:” students ages 3-6, students 6-9, and students 9-12.  In each of these classes, students will have the opportunity to be the youngest, the middle aged, and the oldest student.  While in each “class,” younger students will learn from the older students, and older students will be leading and teaching the younger students.  This kind of system, where students are teaching and learning from one another, is very encouraging and very real-world.  It allows students the freedom to learn, discover, ask questions, and teach each other. 

South Carolina is not the only state who has made some changes.  USAToday reports that schools in Alaska, Maine, and Missouri are seeing positive results in their students since they have changed to multi-age grouping.  I think one of the hardest things for starting this change would be to get all the teachers on board.  As we know, sometimes teachers are sticklers.  Greg Johnson, director of curriculum and instruction for the Bering Strait School District in Alaska claims that the biggest advocates he has now are the teachers.  His teachers saw the way the school was previously, and in seeing the difference now, they would not go back to the way things were.  Hopefully we will see more changes in our school system and teachers will really want what is best for the students. 

“If I’m going to put a kid in a group for an instructional purpose, I better have a sound reason for it,” says Dr.John O’Flavhavan (University of Maryland).   Is putting a student in an instructional atmosphere based on the day they were born a sound enough reason for you? 

Curriculum Changes

I found it difficult to create this post.  I am only a substitute teacher, and do not deal a lot with curriculum.  However, I am going to apply these questions to reading curriculum, because reading is important and something everyone needs to learn.

(1)   What content should be kept? What is essential and timeless?

Obviously, having students read every day is a must and is definitely a keeper.  I think students should be given opportunities to read all the time, every day, for any reason.  I think classrooms should have many different materials for students to read from; books, magazines, posters, labels, lists, online text, newspapers, instructions, etc. I would keep the block of time set aside for reading every day.  Reading allows us to travel in time, and is therefore timeless.  Reading out-of-date books can be seen as a historical lesson rather than just something from the past that may seem irrelevant. 

 

(2)   What content should be cut? What is not essential or dated?

I think that anthologies are out dated and should be cut from the curriculum.  I believe students should be given choice.  Taking responsibility and choosing what interests them is something students should be allowed to do.  Students should read about things that interest them as much as possible, especially when they are first learning to read.  Anything that makes them read more, at their reading level, should be allowed.  Anthologies sometimes have stories that are too difficult or too easy for children.  Some of the stories are boring or not even factually accurate.  For these reasons and probably many more, anthologies (to me) are not essential. 

 

(3)   What content should be created? What is evident and necessary?

I believe the reading curriculum could be added to by using technology.  In an earlier blog post, I talked about how books being read on YouTube videos would be great to incorporate into a listening center.  There are also websites that help students learn to read, for example Teach Your Monster to Read.  I believe books can be enhanced by websites like Google Earth (Google Lit Trips), Dipity (a timeline creator), and Tikatok (students can create their own books to read).  Students can talk to authors and illustrators of books via Skype.  Blogger can be introduced to the class and students can write book reviews that eventually could be posted on websites like Amazon or Barnes&Noble.  By adding the use of technology into the reading curriculum, we are preparing them for their future, because reading online and using some of these platforms will be in their future as older students and adults. 

YouTube

I’ve always used YouTube for personal reasons.  Usually I look up music or someone will send me a funny video to watch.  Since talking about educational tools in class, I’ve been looking up more educational items on YouTube.  I have found a lot of good resources to use in my class. 

The first treasures I found were books that are read aloud, which are perfect to incorporate into a listening center.  One of my favorites is Eric Carle reading TheVery Hungry Caterpillar.  The author reading the book makes it extra special.

This video of If You Give A Moose A Muffin is cute because it includes the words so students can follow along if they choose.  I also think recording my own students reading books and posting them online would be a great idea.  Then other students in the class can watch a fellow student’s video.  Great for fluency practice as well. 

Another book I love is The Fantastic Flying Books of Mr. Morris Lessmore.  YouTube has a video of the animated short film that goes along with the book.  This is perfect for adding onto the story once I have read it to the class. 

There are also videos I found that include song/poetry (that go along with a book) that are great for younger students learning phonemic awareness.  Here is Over in the Meadow, one that I particularly enjoy.

Something most of us remember from school are the School House Rock songs.  Well, YouTube has a plethora of those videos to choose from.  Here is one about skip counting that I could use in lower elementary grades.   

I even found a little education entertainment… with a good message!  Enjoy this Mr. Roger’s Remix!

Needless to say, I will be searching YouTube for many more resources to use in my class from now on.

Media Literacy

"Today, being literate also means understanding wikis, blogs, nings, digital media, and other new and emerging technologies. Unfortunately, many K-12 educators have yet to realize the benefits of teaching students with and about non-print media, what is today recognized as an important part of 'media literacy." -Frank Baker

I believe being media literate is a very important skill to have in the 21^st century.  I believe students and adults alike should be able to read, understand, and be able to contribute to non-print media.  It is extremely important that we are able to analyze and evaluate information that we take in through media.  For example, take a television commercial that splashes images of thin models across the screen.  Young girls and women should be able to see it, analyze it, and come to the conclusion that the models are not the “normal” body image, and usually are digitally altered.  We cannot be fools and just accept everything as truth.  We need to learn to be skeptical until we are able to figure out what is true.  These skills need to be taught and developed over time.  It is just as important to be able to read non-print media as it is important to be able to read print.  Especially in a world that is becoming more and more media rich. 
 

By being able to read and interpret media, we able freeing ourselves to make our own judgments and choices.  We become responsible for what we read and accept or reject.  Knowledge is power.  Don’t you want this knowledge?

free rice

At the end of the "Grande" chapter in The Socially Networked Classroom, a Blog Post from the Field was written about a high school participating in a service learning project.  I think this is a great idea and I think all students should be given this kind of opportunity.  I truly believe it enhances character in a positive way and opens up students' minds and hearts to the world.  It makes them become better citizens of the world. 
The paragraph went on to mention how the students were working to end world hunger, through the use of the internet.  Students simply used a free online learning tool to provide rice for the World Food Programme, which feeds around 90 million people a year.  FreeRice is a vocabulary game, where you earn 10 grains of rice for each correct answer.... and students learn vocabulary!
So far, FreeRice has fed more than 4.9 million people.  All because of students who took a little time out to answer some vocabulary questions, right from their school or home computers.
What other kind of educational online tools could (and should) be made and used to help solve world problems? 

reader

So, sometimes, I just love going into Google Reader and checking my little numbers to see what's new for the day.  I have to admit, I like seeing the numbers get down to zero by quickly skimming what has been updated.  I do get distracted every once and a while and have to read the article thoroughly because I become hooked.  I think it's a great way to find new things I might otherwise have overlooked.

I have added a bunch of Ed. Tech. blogs and elementary teacher blogs which I enjoy reading.  There are tons of resources provided by all of them that it is hard for me to keep up and remember all the good stuff.  I can never remember something when I need to use it.  I have found loads of free technology resources through the Free Technology for Teachers blog and it really blows my mind that most teachers (well, ones that I work with) do not know about the majority, if any, of these things.  I wish there was some easy way to inform them about all of these "new" tools and get them "on board." All of this information and these tools are out there for all to see, and yet so few actually take advantage or know how to access it.  I admit, before this class, I did not know about a lot of these tools I'm finding. 

My favorite thing I added to my RSS is a blog titled A Year of Reading.  It is a blog written by two teachers (and authors), about books they have read and liked.  I love it because I am always looking for children's books to take along with me in my sub bag (and for my future classroom) to read to the classes I go into.  I know it has nothing to do with technology, but children need to be read to nonetheless. 

google tools

Here are two Google tools that teachers can use in their classrooms:

1.  Google Talk- Video Chat

What is it? Google Talk is a chat application that you can message people from around the world in real-time text conversations.  The Video Chat option allows you to see and talk to the other person with the use of a webcam, speakers, and a microphone.

Affordances: The Video Chat tool allows you to actually see who you are talking to, see what they are doing while talking to you, and hear their actual voice.  It allows you to see other people without getting on an airplane or traveling. 

Constraints:  One of the constraints on Video Chat is you cannot actually touch the person you are talking to.  They might live far away, and Video Chat does not physically bring them closer to you.

Use in classrooms: 
This is an article about how Video Chat is used to teach about different cultures and languages in the classroom. 
This YouTube Video depicts a history class taking a tour of the Constitution Center via a Google Video Chat. 
This YouTube Video shows two classrooms having a (short) debate using Google Video Chat.


2.  Google Earth

What is it? Google Earth allows you to virtually explore and navigate the world.

Affordances:  Google Earth allows you to zoom into cities and terrain, "stand" on some streets, and also zoom out to see exactly where something is within a country or continent.

Constraints:  Google Earth does not allow you to see in real time.  You cannot zoom in and see what it looks like exactly at this moment.

Use in Classrooms:
This website was created by a teacher using Google Earth.  He created it so that you can compare two versions of Earth, which you can set back to 1990 and up to 2012. 
GoogleLitTrips is a website that allows you to use Google Earth to enhance a piece of literature.  You can take information from a book and relate it to where it happened or where something is from on Google Earth.  You can create your very own "map" about a book. 
This YouTube video shows a classroom using Google Earth as an interactive map to learn more about missions in California. 

re-inventing the curriculum

This week, in reading from both Curriculum 21 and The Socially Networked Classroom, one comes to see that updating and re-inventing the curriculum does not have to be as hard as we imagine.  In Chapter 2 of Curriculum 21, it suggests different online resources for teachers that can actually help prepare students for their futures.  Some of the resources that I find interesting are webcams and websites such as ePals.  With this website and a webcam, students can connect with students from around the world and learn other languages, gain respect and understanding for other cultures, and collaborate on projects.  

The chapter we read in The Socially Networked Classroom had some very basic ways to get started toward a new curriculum.  The author, William Kist, mentioned some ideas that would promote skills students would be more likely to use in their future careers and lives.  He wanted to teach students how to read in non-linear ways and change assignments in class to what people do in jobs today.  In Chapter 2 of Curriculum 21, it mentions that we need to change assessments to what actual people in their work field create.  This is what Kist means.  One suggestion he makes is updating the exploration of film and texts by having students create a modern day musical, with students becoming playwrights and selecting their own music to fit the action or mood. 

All we need to do to start changing our curriculum is look at our assessments, and change them into something the student can learn from.  The assessment should not be the end result of what was being taught.  The assessment should continue to be what the student is learning.  Isn't it wonderful that a student can learn to be a playwright by doing a modern day musical assessment?

a new time, a new curriculum

Lately, I've been thinking about what should be a part of curriculum now and in the future. Obviously, preparing students for their future is the best thing we can do for them, and I think individualizing every student's path is probably what is best for them. I was creating a mental list the other day of things I thought students need to be taught, what could probably be cut, and what needs to be revamped. And the more I thought about it, the longer my list became.

"Back in the day," most students had mothers at home. These mothers were actually teachers as well. They taught their children certain things they needed to know to survive on their own, once they grew up and left the comfort of their childhood home. If you really think about it, are most of our students getting these lessons today? The little things that used to make a difference. The things that we often forget about because most of us learned them from a parent. Sometimes we don't teach students certain things because we assume they already know them and learned them at home. But should we be making those assumptions?

In today's society, probably the majority of students have two working parents, if they have two parents at home, if at all. The majority are probably not getting these lessons at home anymore.

The things that mothers used to teach their children should still be taught to children, wouldn't you agree? Should these things be part of a new curriculum?