http://sites.google.com/site/mrnoblechemistry/
This is nothing more than a flimsy skeleton right now.
Saturday, February 27, 2010
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.
Sunday, February 7, 2010
Reading Reflection 2 - BPHS
At BHPS, three practices that I believe are having the most impact on the school (and by 'on the school' I take this to mean on student learning, and on students' physical, emotional and social development) are:
1. Learning that is collaborative, project-based, and interdisciplinary, with assessment that is authentic and continuous and seamless with learning. This approach to learning is aligned with the vision of the 'Second to None' reform document in several ways, for example: creating curricular paths to success - the curriculum is more holistic, i.e. once disparate topics are tied together in relevant and engaging ways; powerful teaching and learning - students learn by doing, teachers become mentors and facilitators not just instructors; restructuring the school - implementation of interdisciplinary units requires re-thinking of traditional scheduling to allow overlap of subject disciplines.
2. Students being assigned an advisor and meeting regularly to discuss any issues. With the advisory system students feel cared for and therefore more connected with their school, learning experiences, and goals for the future. Goal planning becomes focused and has guidance. Again, this aligns with the Second to None document - comprehensive support for all students is provided.
3. Plenty of time devoted to students participating and engaging in community experiences and internships. This practice is definitely one of the best ideas at BPHS. It provides students with opportunities to experience work and community service, connecting them with the real world, and helps them develop interests and ideas relevant to their futures once they graduate from high school. It aligns well with 'creating curricular paths to success' (because it gives further real world relevance to curriculum topics), and 'restructuring the school' (because it school scheduling has to accomodate students being off campus for half a day each week).
At La Costa Canyon High School where I did my CPI, there are school practices in place that give all students a support structure: for example, small size AVID classes give guidance and facilities for college applicants; academic support classes help students with IEPs achieve academic success; Special Ed programs are in place; there are numerous clubs, societies and sports activities to help students develop extra-curricular interests and skills. Also in place in LCC is a very good computerized system for entering and tracking students assignments and assessments. The school has a strong emphasis on students doing well in standardized tests, and the grading database is used as a resource to pinpoint problem areas which need further attention.
At BPHS, it is difficult to predict which of their practices will not endure, because all of what they are doing there seems to be working very well. Perhaps it will not be possible to keep the student population small, because the school's continued success will inevitably lead to more enrollment. [Although, the district may decide the small school model is a good one to keep and so rather than expanding BPHS they would downsize other schools/build new ones.]
1. Learning that is collaborative, project-based, and interdisciplinary, with assessment that is authentic and continuous and seamless with learning. This approach to learning is aligned with the vision of the 'Second to None' reform document in several ways, for example: creating curricular paths to success - the curriculum is more holistic, i.e. once disparate topics are tied together in relevant and engaging ways; powerful teaching and learning - students learn by doing, teachers become mentors and facilitators not just instructors; restructuring the school - implementation of interdisciplinary units requires re-thinking of traditional scheduling to allow overlap of subject disciplines.
2. Students being assigned an advisor and meeting regularly to discuss any issues. With the advisory system students feel cared for and therefore more connected with their school, learning experiences, and goals for the future. Goal planning becomes focused and has guidance. Again, this aligns with the Second to None document - comprehensive support for all students is provided.
3. Plenty of time devoted to students participating and engaging in community experiences and internships. This practice is definitely one of the best ideas at BPHS. It provides students with opportunities to experience work and community service, connecting them with the real world, and helps them develop interests and ideas relevant to their futures once they graduate from high school. It aligns well with 'creating curricular paths to success' (because it gives further real world relevance to curriculum topics), and 'restructuring the school' (because it school scheduling has to accomodate students being off campus for half a day each week).
At La Costa Canyon High School where I did my CPI, there are school practices in place that give all students a support structure: for example, small size AVID classes give guidance and facilities for college applicants; academic support classes help students with IEPs achieve academic success; Special Ed programs are in place; there are numerous clubs, societies and sports activities to help students develop extra-curricular interests and skills. Also in place in LCC is a very good computerized system for entering and tracking students assignments and assessments. The school has a strong emphasis on students doing well in standardized tests, and the grading database is used as a resource to pinpoint problem areas which need further attention.
At BPHS, it is difficult to predict which of their practices will not endure, because all of what they are doing there seems to be working very well. Perhaps it will not be possible to keep the student population small, because the school's continued success will inevitably lead to more enrollment. [Although, the district may decide the small school model is a good one to keep and so rather than expanding BPHS they would downsize other schools/build new ones.]
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