I’m still rather consumed with the thoughts surrounding technology. So much so, that I took my first step. I looked at my (lame-ass) website that I use this year and updated it. I realized that I spend an inordinate amount of time on my paper newsletters, messing with clip art and fonts, a-waiting for student contributions, to what end? Is it really appreciated? I reached a point where I had to demand a pop-quiz from my students the day after I sent home the newsletter (inevitably a week late) to ensure that they all had read it.
I am still on the reduce paper idea. I updated the website and sent out mass emails to all my families, and received positive feedback already. So there is step 1: Take a Step.
Wednesday, April 18, 2007
Sunday, April 15, 2007
Techno-Bloggo-Boy!
I had the privilege/horror to attend yet another workshop last Wednesday. I say horror as I was dreading yet another day away from my kids (why is it so much work to get ready for a supply teacher?). However, I was looking forward to sitting down and spending the day with my principal and lead literacy teacher (I am the lead math teacher: Numeracy PLC chair).
In this workshop was a cheesy slide show that blew me away! Check it out:
http://www.youtube.com/watch?v=GIqk4agzKPE
In it were references of technology which got me to thinking: How do I use technology in my daily teaching? The sad answer is that I don’t. Which then begs the critical question: WHY?
Why, in a world so technology driven is it that I am doing little to nothing to prepare my kids to live in a world dependent upon it. Is the weekly trips to the lab really doing it, where all they really do is surf to pre-determined sites or play banal games that only slightly challenge their intellect?
I think I am so resistant to using technology because I cannot see how to integrate it within my practice. Yet, this yet another case of doing what I am doing simply because it is always what I have done. It is a fundamental failure of imagination, a paralysis of paradigm (I love that line!). In the video, it said that the most in demand jobs of the future haven’t even been invented yet! And yet again, I ask, what am I doing?
I have always been dependent upon my imagination. I need to see something in order for me to get it to work. I haven’t seen anyone truly use technology in their classroom, besides just an add-on. So, my mind has been racing the past couple of days (thus not being able to sleep on a Sunday morning) with the possibilities.
So here is what I’ve come up with so far. I started with the idea of doing a classroom blog - not everyone contributing to one blog, but each student having their own blog under the umbrella of the teacher’s blog. I came across a website that seems to offer this, and browsed the possibilities - they seem really amazing! I am also being driven by the desire to get rid of paper. If I can do more on the computer, then I will have less paper to use. Also, if I keep all the information on the web - then, theoretically, it is much more accessible, right?
I’ve been trying to break it down into subjects. For reading, they could engage in reading projects where they are reading traditional books (please, let’s not get rid of those!) and searching for information on the web. This could be a mixture of guided reading groups with me, independent at their desks and then groups out on the computers. I need some way to track, or to hold the kids accountable for what they are reading. I thought of a simple T-chart, with information listed on one side, and response on the other side (depending on the type of strategy we are learning, would be the response for my kids.). For writing, they can go through the traditional paper writing, complete with process and all (as provincial testing is still paper bound), and have personal descriptive narrative/response journal-ing happening on line on the blog site. They are also responsible for responding (positively) to other members in the class.
For math, I can assign homework linked to the website, and have a math journal component as part of the homework expectations. This all is dependent on organization. How do I manage all of this?
I had some training in the spring to run an on-line course for the local university - this inspired me to post assignments that are expected from my kids. I think it is possible, yet it is dependent on me being able to visualize and organize it! Again, dependent upon my imagination!
So we’ll see how it works. The ball is rolling, so to speak. The summer will give me time to un-paralyze my paradigm!
In this workshop was a cheesy slide show that blew me away! Check it out:
http://www.youtube.com/watch?v=GIqk4agzKPE
In it were references of technology which got me to thinking: How do I use technology in my daily teaching? The sad answer is that I don’t. Which then begs the critical question: WHY?
Why, in a world so technology driven is it that I am doing little to nothing to prepare my kids to live in a world dependent upon it. Is the weekly trips to the lab really doing it, where all they really do is surf to pre-determined sites or play banal games that only slightly challenge their intellect?
I think I am so resistant to using technology because I cannot see how to integrate it within my practice. Yet, this yet another case of doing what I am doing simply because it is always what I have done. It is a fundamental failure of imagination, a paralysis of paradigm (I love that line!). In the video, it said that the most in demand jobs of the future haven’t even been invented yet! And yet again, I ask, what am I doing?
I have always been dependent upon my imagination. I need to see something in order for me to get it to work. I haven’t seen anyone truly use technology in their classroom, besides just an add-on. So, my mind has been racing the past couple of days (thus not being able to sleep on a Sunday morning) with the possibilities.
So here is what I’ve come up with so far. I started with the idea of doing a classroom blog - not everyone contributing to one blog, but each student having their own blog under the umbrella of the teacher’s blog. I came across a website that seems to offer this, and browsed the possibilities - they seem really amazing! I am also being driven by the desire to get rid of paper. If I can do more on the computer, then I will have less paper to use. Also, if I keep all the information on the web - then, theoretically, it is much more accessible, right?
I’ve been trying to break it down into subjects. For reading, they could engage in reading projects where they are reading traditional books (please, let’s not get rid of those!) and searching for information on the web. This could be a mixture of guided reading groups with me, independent at their desks and then groups out on the computers. I need some way to track, or to hold the kids accountable for what they are reading. I thought of a simple T-chart, with information listed on one side, and response on the other side (depending on the type of strategy we are learning, would be the response for my kids.). For writing, they can go through the traditional paper writing, complete with process and all (as provincial testing is still paper bound), and have personal descriptive narrative/response journal-ing happening on line on the blog site. They are also responsible for responding (positively) to other members in the class.
For math, I can assign homework linked to the website, and have a math journal component as part of the homework expectations. This all is dependent on organization. How do I manage all of this?
I had some training in the spring to run an on-line course for the local university - this inspired me to post assignments that are expected from my kids. I think it is possible, yet it is dependent on me being able to visualize and organize it! Again, dependent upon my imagination!
So we’ll see how it works. The ball is rolling, so to speak. The summer will give me time to un-paralyze my paradigm!
Thursday, April 5, 2007
Assessment, Accountability, and all that jazz...
I’ve been reading a couple of blogs from the states and there are quite a few issues that either I just don’t get or have no knowledge base to begin to understand. From the vast complaints I read about, it seems that education in the states is in the crapper - to put it bluntly.
On the subject of accountability, for instance, there seems to be a lot of contention... which got me thinking: What are my beliefs on accountability?
I am fully in favour of assessment - specifically assessment FOR learning. It is only through assessment informed instruction that we can have any hope of truly moving our students along. In grade 3, this translates to having my students master certain sets of skills, but more importantly (read: MOST), they are to UNDERSTAND these skills. Too often I read and hear from fellow colleagues that the only way to close the achievement gap is through basic skill instruction. This doesn’t wash with me. I liken it to building projects. If one child is lagging behind the others, and the house is not getting finished - then what they DON’T need is lots of instruction on how to hammer, to use a drill and techniques to screw (in screws!). They need rich and deep instruction, they need a person who can work with them as they build the house. This person is giving precise, practical advice on what EXACTLY is needed next.
I think about writing instruction. I cringe when I see fellow teachers photocopying grammar sheets for the whole class to complete. Why does the whole class need this? What a good teacher needs to do is pull out from the assessment what needs to be taught. Is this a global problem throughout the room? If so, then the whole needs that instruction. If not, then perhaps a small group or even an individual. I think we get hung up on time - and in terms of time, a lesson is seen as a 25 minute tirade, complete with photocopied sheets, elaborate tricks and gimmicks. THIS IS WRONG. A good as anything lesson could be a short 1 minute intervention. "Try doing this," or "Have you thought about this?" Then give them a chance to give it a go!
So in terms of accountability, how does this relate? I believe that through examining what my kids are learning, and specifically what they need, then I am truly accountable to what is happening in the room. I have a firm underpinning to my instruction, clearly outlining the reasons why I am instructing. I am teaching this because of this need. Time is precious, and it is too often wasted with filler. To teach effectively, to fill in the achievement gap, we need to teach precisely.
On the subject of accountability, for instance, there seems to be a lot of contention... which got me thinking: What are my beliefs on accountability?
I am fully in favour of assessment - specifically assessment FOR learning. It is only through assessment informed instruction that we can have any hope of truly moving our students along. In grade 3, this translates to having my students master certain sets of skills, but more importantly (read: MOST), they are to UNDERSTAND these skills. Too often I read and hear from fellow colleagues that the only way to close the achievement gap is through basic skill instruction. This doesn’t wash with me. I liken it to building projects. If one child is lagging behind the others, and the house is not getting finished - then what they DON’T need is lots of instruction on how to hammer, to use a drill and techniques to screw (in screws!). They need rich and deep instruction, they need a person who can work with them as they build the house. This person is giving precise, practical advice on what EXACTLY is needed next.
I think about writing instruction. I cringe when I see fellow teachers photocopying grammar sheets for the whole class to complete. Why does the whole class need this? What a good teacher needs to do is pull out from the assessment what needs to be taught. Is this a global problem throughout the room? If so, then the whole needs that instruction. If not, then perhaps a small group or even an individual. I think we get hung up on time - and in terms of time, a lesson is seen as a 25 minute tirade, complete with photocopied sheets, elaborate tricks and gimmicks. THIS IS WRONG. A good as anything lesson could be a short 1 minute intervention. "Try doing this," or "Have you thought about this?" Then give them a chance to give it a go!
So in terms of accountability, how does this relate? I believe that through examining what my kids are learning, and specifically what they need, then I am truly accountable to what is happening in the room. I have a firm underpinning to my instruction, clearly outlining the reasons why I am instructing. I am teaching this because of this need. Time is precious, and it is too often wasted with filler. To teach effectively, to fill in the achievement gap, we need to teach precisely.
Natural Man-Musk
I had the privilege of spending time with friends this past weekend, with whom I don’t often get the chance to talk with. My wife is really good friends with the Other Woman (no reason for capitals, just some unnecessary dramatic effect) so I am obviously paired up with the husband. This is a routine pairing, and while the women go off to do their thing, we are thrown together, most likely to engage in awkward conversation or subtle patronizing. You see, we share radically different professions, and I would be so bold as to extend that into radically different world views. When two people cannot see the other’s frame of reference, then awkwardness surely ensues.
The point of this, is that it WASN’T awkward (except for the hugging, which came at the end of the evening). We all balanced each other nicely and *shock!* I was able to move out of my comfort-zone-my-life-is-my-routine, everything-is-about-teaching mentality to see more of the outside world. It was refreshing.
Talk also came about to the topic of this blog. Granted, there is some audience-intent apparent here, but the ultimate goal of this blog is for me to write. In writing of my stories, I am able to better understand them, and ultimately, to improve my practice. However, I was reaching a sort of crisis/boredom point in that I was frustrated that there wasn’t an overarching theme apparent here. I was impatiently looking for a common thread that pulls all these rambling(s) together, yet none had jumped out to me so far. In talking to my friends, I was yet again reminded of my purpose - that is: to write. I needed to practice my craft and develop my skills. So, here we are.
In finding time to write, it is often an incredibly solitary position, though the process of writing isn’t solitary. This is what I teach my kids. I get them to write, and then to share with another, soliciting advice on how to improve their craft. They revise together, looking at content and ideas, expression of voice, and all the big changes they can make. Yet here I sit, dreadfully early in the morning, surrounded by my natural man-musk as I haven’t yet had a shower, listening for the sounds of stirring above me, hoping that the day won’t start yet. I’ve more to say, more to write, more to share... yet time is what I really need more of.
So it is with that in mind - time. In time, there will be patterns to my writing, more insights to be gleamed. Ultimately, it is really about the process. And that is what is truly important.
The point of this, is that it WASN’T awkward (except for the hugging, which came at the end of the evening). We all balanced each other nicely and *shock!* I was able to move out of my comfort-zone-my-life-is-my-routine, everything-is-about-teaching mentality to see more of the outside world. It was refreshing.
Talk also came about to the topic of this blog. Granted, there is some audience-intent apparent here, but the ultimate goal of this blog is for me to write. In writing of my stories, I am able to better understand them, and ultimately, to improve my practice. However, I was reaching a sort of crisis/boredom point in that I was frustrated that there wasn’t an overarching theme apparent here. I was impatiently looking for a common thread that pulls all these rambling(s) together, yet none had jumped out to me so far. In talking to my friends, I was yet again reminded of my purpose - that is: to write. I needed to practice my craft and develop my skills. So, here we are.
In finding time to write, it is often an incredibly solitary position, though the process of writing isn’t solitary. This is what I teach my kids. I get them to write, and then to share with another, soliciting advice on how to improve their craft. They revise together, looking at content and ideas, expression of voice, and all the big changes they can make. Yet here I sit, dreadfully early in the morning, surrounded by my natural man-musk as I haven’t yet had a shower, listening for the sounds of stirring above me, hoping that the day won’t start yet. I’ve more to say, more to write, more to share... yet time is what I really need more of.
So it is with that in mind - time. In time, there will be patterns to my writing, more insights to be gleamed. Ultimately, it is really about the process. And that is what is truly important.
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