1. Personal vision for schooling in 21st century
In schools, I would like to see: student activities that are engaging and meaningful, and learning that is connected with real life; students feeling part of a community, with respectful and strong social relationships among them; students who feel their time in school in valuable to them; their learning gives them skills in problem-solving, social interactions, literacy and numeracy, and ability to critique and reason.
2. One action to implement this semester...
To frequently connect the science content with students' lives and the real world, and to make the subject matter up to date by highlighting recent discoveries and technologies. This can be done right away, by doing discrepant event demonstrations, and using simulations and online resources to engage students.
3. One action to implement during first two years...
I will aim to make much of science learning inquiry-based, not just in the context of labs but in the instructional classroom setting too. In chem labs, tasks are often too 'cook book' - a given procedure on a given unit topic. I hope to be able to shake things up, and blend content areas in more open ended questions and investigations. To develop inquiry-based approach across the whole of the chemistry syllabus is a longer term development process, because it will require collaborations with other teachers, agreement from administrators, etc.
4. Action later in career...
Looking longer term, I will become an advocate for change in school structure. I would like to see a shake up in the school system in all areas (schedule, classroom set-up, relationships between teachers in different content areas, assessment procedures, teaching methods) so that student experiences of school - their activities, relationships with other students and staff, and their learning - are not separated and remote from the outside world, but which enhance it. As bell hooks states "an attempt to create conditions for young people for becoming active participants in a changing society".
5. Each of these three timelines are connected with a desire to see change in schools, or 'reform in secondary education', away from the traditional, separated- subject approach commonly practiced. The idea of 'powerful teaching' is the link between all three. The short timeline (this semester) is a change that incorporates more powerful teaching (student-centered, inquiry-based learning, linking across content areas), this connects with the mid range timeline (two years) that develops powerful teaching by making a large component of the curriculum inquiry-based and connecting content areas in interdisciplinary thematic units, and finally the longer timeline of making these approached dominant in the school, this requires restructuring of the school as a whole.
Monday, March 8, 2010
Friday, March 5, 2010
Reading Reflection 6 - Michael Noble: Change Agent
When I am observing in a high-school, I often have thoughts that many of the activities going on there are irrelevant and boring. Content is approached with a eye to the standardized test, to get through the standards, chapter by chapter, unit by unit, disconnection and awful tedium. Occasionally, I see an activity that students get excited about, but only occasionally. Another feature I see is no continuity - units come and go, students worry about the grade for that unit assessment and then move onto the next.
The biggest positive that I have seen was students getting excited in an inquiry-based activity - when you do these activities you see that students want to use their prior knowledge and figure things out for themselves. They don't just want to be told stuff and write it down to regurgitate it later on. I want to try to make science learning for students inquiry-based as often as possible. Even if the activity is just class discussion or teacher-led lecture - it is possible to put in discrepant events, other demonstrations, or computer simulations to continually ask students questions which make them think. It is also important to keep up to date - connect content with new discovery, real world observation or phenomena, or in-the-news-science stories.
Connected with this is a need to highlight media bias and distortion on science and other issues. A generally poor understanding of important issues in society favors a status quo situation which is to the detriment of the environment, world economies, and quality of life for a lot of people, and the media is largely to blame for this.
I also think that students need to become more aware of the world outside the USA - what are the cultures and systems of other countries, what are their viewpoints and ideas - and to lose the 'our system is best' mentality. There needs to be a wide appreciation of diversity, of languages and culture, and of nature.
The biggest positive that I have seen was students getting excited in an inquiry-based activity - when you do these activities you see that students want to use their prior knowledge and figure things out for themselves. They don't just want to be told stuff and write it down to regurgitate it later on. I want to try to make science learning for students inquiry-based as often as possible. Even if the activity is just class discussion or teacher-led lecture - it is possible to put in discrepant events, other demonstrations, or computer simulations to continually ask students questions which make them think. It is also important to keep up to date - connect content with new discovery, real world observation or phenomena, or in-the-news-science stories.
Connected with this is a need to highlight media bias and distortion on science and other issues. A generally poor understanding of important issues in society favors a status quo situation which is to the detriment of the environment, world economies, and quality of life for a lot of people, and the media is largely to blame for this.
I also think that students need to become more aware of the world outside the USA - what are the cultures and systems of other countries, what are their viewpoints and ideas - and to lose the 'our system is best' mentality. There needs to be a wide appreciation of diversity, of languages and culture, and of nature.
Saturday, February 27, 2010
CP2 Website
http://sites.google.com/site/mrnoblechemistry/
This is nothing more than a flimsy skeleton right now.
This is nothing more than a flimsy skeleton right now.
Reading Reflection 5 - I'm thinking...
.. that I have so many assignments to do and TPA3 to start, that this blog entry and reading chapters 6-8 will be done as fast as possible just to get it ticked off the list. So much for reflection.
Ch. 6 is all about assigning roles in groupwork. This whole chapter gave me some clarity as to how different roles are important in group work. Previously I had some rather nebulous ideas about the purposes of these roles. This chapter has done quite a bit to make me think more carefully about them. Especially important is that the different roles specifically are assigned to 'how' rather than the 'what' tasks. For example, 'how' roles relate to the mechanics of the group activity - in other words, how the task is to be done - materials manager, clean-up person are obvious examples of 'how' roles. Less obvious 'how' roles are 'facilitator'(this might be considered a leadership role), and 'reporter'. These how roles help to ensure positive and efficient group dynamics and the likelihood of a successful outcome in terms of learning and final product - in other words, the 'what' of the group work (the actual activities and learning taking place) are facilitated by good assignment and clarity of the 'how' roles.
Whilst these chapters are undoubtedly useful to read, in the context of the credential program I find myself not having enough time to do a thorough enough job of reading them. I don't think it helps matters that the readings are completely disconnected from our own content areas. They are often too general, and too idealized. It seems to me like we should be getting into the details of groupwork after a period of sustained student teaching, where we can have have better insight through actual examples from our own content areas.
Ch. 6 is all about assigning roles in groupwork. This whole chapter gave me some clarity as to how different roles are important in group work. Previously I had some rather nebulous ideas about the purposes of these roles. This chapter has done quite a bit to make me think more carefully about them. Especially important is that the different roles specifically are assigned to 'how' rather than the 'what' tasks. For example, 'how' roles relate to the mechanics of the group activity - in other words, how the task is to be done - materials manager, clean-up person are obvious examples of 'how' roles. Less obvious 'how' roles are 'facilitator'(this might be considered a leadership role), and 'reporter'. These how roles help to ensure positive and efficient group dynamics and the likelihood of a successful outcome in terms of learning and final product - in other words, the 'what' of the group work (the actual activities and learning taking place) are facilitated by good assignment and clarity of the 'how' roles.
Whilst these chapters are undoubtedly useful to read, in the context of the credential program I find myself not having enough time to do a thorough enough job of reading them. I don't think it helps matters that the readings are completely disconnected from our own content areas. They are often too general, and too idealized. It seems to me like we should be getting into the details of groupwork after a period of sustained student teaching, where we can have have better insight through actual examples from our own content areas.
Sunday, February 21, 2010
Reading Reflection 4 - Groupwork ch. 4-5
One section of chapter 4 (Preparing students for cooperation) concerned establishing the norms for group behavior (p. 53). This section is all about using certain strategies to ensure equal participation from group members. Of these, 'Prevention of dominance' (p 53 - 55) seems to me to be the most critical to establish. Cohen discusses a research study in which effectiveness of training students to work together is demonstrated. Results from the 'shipwreck survival' scenario and follow-up activities showed that norms for equal participation became established: students normally outspoken would be less dominating and behave equally - i.e. allow others to speak and contribute. In the scenarios used, the 'high-status' students (i.e those who would normally dominate) behaved more equitably, because they had learned that their usual behavior would hurt the group effort.
To me, these training strategies are useful, but I don't think they should be the sole method used to show students the importance or necessity of equal participation. They should be augmented with a class discussion on the benefits of establishing norms to students' achievement of gaining not only content knowledge but socially-responsible and caring behaviors. There would be emphasis placed in the discussion on these being standards of behavior that are valued in society and the work place. Students should realize there is value to collaborative learning besides enhancing an understanding of a content standard.
Many times in my student teaching observations, and in student surveys, a comment I heard or was told from the so-called 'high-status' students was that they didn't like group activity because they ended up doing all the work and the 'dumb' kids didn't do anything. This is indicative of the quality of the group work that had been organized for them - norms hadn't been established. In science lessons,this type of response is common because frequently group work is aimed at solving a set of calculations requiring content knowledge acquired in earlier lessons, content which perhaps only the high-achieving students had understood. If students were made aware of the benefits to themselves as well as their lower-achieving peers of collaborative group work they would be more willing to participate as group members rather than going it alone.
To me, these training strategies are useful, but I don't think they should be the sole method used to show students the importance or necessity of equal participation. They should be augmented with a class discussion on the benefits of establishing norms to students' achievement of gaining not only content knowledge but socially-responsible and caring behaviors. There would be emphasis placed in the discussion on these being standards of behavior that are valued in society and the work place. Students should realize there is value to collaborative learning besides enhancing an understanding of a content standard.
Many times in my student teaching observations, and in student surveys, a comment I heard or was told from the so-called 'high-status' students was that they didn't like group activity because they ended up doing all the work and the 'dumb' kids didn't do anything. This is indicative of the quality of the group work that had been organized for them - norms hadn't been established. In science lessons,this type of response is common because frequently group work is aimed at solving a set of calculations requiring content knowledge acquired in earlier lessons, content which perhaps only the high-achieving students had understood. If students were made aware of the benefits to themselves as well as their lower-achieving peers of collaborative group work they would be more willing to participate as group members rather than going it alone.
Sunday, February 14, 2010
Reading Reflection 3 - Designing Groupwork ch. 1-3
Ch. 1 Groupwork as a strategy
The premise of well-designed and -planned group activities is that you learn more (on a topic, or in developing certain skills) when you can talk, explain, and argue with other people. This is in part because of active involvement and engagement (compare with passive involvement in, for example, listening to a teacher-centered lecture), the mistakes and struggles and eventual understanding when overcoming a problem.
Ch. 2 Why groupwork?
Groupwork is a very effective method for conceptual learning, developing creative problem solving skills and higher-order thinking skills, as well as helping understanding and retnetion of information. Students have the experience of "discovery" for themselves, having argued and reasoned through a problem or situation together. The group activity also provides the setting for developing communication skills - students need to reason together, communicate their ideas and step-by-step solutions to problems.
'Discovery' or 'gaining understanding' through hands-on activity, discussion and argument is something we do all our lives - as kids and adults. Just think of kids figuring things out by playing together with their friends (of course, there are often unequal interactions and hierarchies in these activities too).
Ch.3 The dilemma of groupwork
Chapter 3 introduces the concern of "unequal interaction" among group members, solutions for which are discussed in subsequent chapters. The unequal interactions/contributions stem from the perception of "status" among the participants, based on academic ability, reading ability, race, and social status. The 'most popular' students, or those with the perceived high academic ability would tend to dominate the group, whereas the shy or unpopular students, or newcomers, or the second-language learners, might not participate fully or at all. Hence, in poorly-designed or ill-conceived group activity, the prejudices and stereotypes prevalent outside of the classroom are maintained within the classroom and the group activity.
Addressing this inequity is part of what being a good teacher is all about, and is the main focus of this credential program. We need to be really careful in planning our classroom activities not to perpetuate these inequalities and divisions. Don't just think that because you've decided to do a group activity, you can implement it and have good outcomes for all students without very careful consideration and planning.
The premise of well-designed and -planned group activities is that you learn more (on a topic, or in developing certain skills) when you can talk, explain, and argue with other people. This is in part because of active involvement and engagement (compare with passive involvement in, for example, listening to a teacher-centered lecture), the mistakes and struggles and eventual understanding when overcoming a problem.
Ch. 2 Why groupwork?
Groupwork is a very effective method for conceptual learning, developing creative problem solving skills and higher-order thinking skills, as well as helping understanding and retnetion of information. Students have the experience of "discovery" for themselves, having argued and reasoned through a problem or situation together. The group activity also provides the setting for developing communication skills - students need to reason together, communicate their ideas and step-by-step solutions to problems.
'Discovery' or 'gaining understanding' through hands-on activity, discussion and argument is something we do all our lives - as kids and adults. Just think of kids figuring things out by playing together with their friends (of course, there are often unequal interactions and hierarchies in these activities too).
Ch.3 The dilemma of groupwork
Chapter 3 introduces the concern of "unequal interaction" among group members, solutions for which are discussed in subsequent chapters. The unequal interactions/contributions stem from the perception of "status" among the participants, based on academic ability, reading ability, race, and social status. The 'most popular' students, or those with the perceived high academic ability would tend to dominate the group, whereas the shy or unpopular students, or newcomers, or the second-language learners, might not participate fully or at all. Hence, in poorly-designed or ill-conceived group activity, the prejudices and stereotypes prevalent outside of the classroom are maintained within the classroom and the group activity.
Addressing this inequity is part of what being a good teacher is all about, and is the main focus of this credential program. We need to be really careful in planning our classroom activities not to perpetuate these inequalities and divisions. Don't just think that because you've decided to do a group activity, you can implement it and have good outcomes for all students without very careful consideration and planning.
Monday, February 8, 2010
School Reform at Lunch
The focus of Skyview Academy, CO is on "development of student self-discipline as a foundation of learning. Students will learn aspects of Respect, Responsibility and how to help one another to Belong and be Safe in a rigorous learning community"
http://www.skyviewacademy.us
The school has practices that are similar to those at BPHS. For example, they have student advisory sessions, and the school daily schedule has two dedicated periods, at the beginning and at the end of the school day, for extended learning.
http://www.skyviewacademy.us
The school has practices that are similar to those at BPHS. For example, they have student advisory sessions, and the school daily schedule has two dedicated periods, at the beginning and at the end of the school day, for extended learning.
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