Archive for the ‘miscellaneous’ Category

Essential Understandings

Wednesday, November 11th, 2009

IntenseToday is Remembrance Day in the British Commonwealth, and Veterans' Day here in the United States. This is particularly relevant as the Education-scene in England is abuzz over a survey showing students' lack of content knowledge related to World War II.

  • One in six of respondents said they thought that Auschwitz is a theme park based on the Second World War.
  •  One in 20 said that the Holocaust was the celebration of the end of the war, whilst one in ten said they believed that the SS were Enid Blyton’s Secret Seven [the British version of the Babysitter's Club/ Boxcar Kids/ Nancy Drew].
  • One in twelve thought The Blitz was a huge cleanup operation after the war, a quarter believed that D-Day stood for “Dooms Day” and thought that a nuclear bomb was dropped on Pearl Harbour.
  • Around 40 per cent of children did not know that Remembrance Day was 11 November, while 12 per cent thought the McDonalds logo was the symbol of Remembrance Day.
  • A quarter of respondents said they do not think of the sacrifices made by the soldiers who died in war, but 70 per cent said they wanted to learn more about the Second World War at school.

While these results are certainly disturbing, it raises an old question about what is really important and worth knowing. What are the "essential understandings" (the Need-to-Knows), versus what are the less important details that fill out the larger field of knowledge? These are questions that we can hopefully answer for ourselves and our students - and they highlight the need to collaborate, and come to a shared understanding of what the level-wide Need-to-Knows are, versus the teacher-specific bits that complement the course outcomes.

I cannot help but think about the Curriculum Design & Review Process that we are formalizing this year, and the questions that process engenders. "Do we, as a level or a Department, have defined standards?" "Do we have clear performance expectations?" "Do we have communicated shared goals?"

"Do we gather learning results regularly and consistently?" As troubling as the British survey above is, the only way anyone can be troubled is because assessment results were gathered, the data analyzed, and the results published.

Good curriculum, good instruction, and good reflection are all required to help students learn the best content, skills, and attitudes that a school has to offer.

Photo credit:
Intense by cbcastro.

 

Washington and Lincoln

Sunday, October 25th, 2009

Doing my usual Sunday-lesson-planning, I ran across this quote and was deeply moved by it:

"Washington taught the world to know us. Lincoln taught us to know ourselves. The first won for us our independence. The last wrought out our manhood and self respect" (The Expositor).

Somewhere in there is a connection to our our Mission and Vision. I humbly leave that as a thought for the day.

Getting It Wrong

Friday, October 23rd, 2009

Scientific American has an excellent article summarizing recent research on how the brain learns, and how the cognitive process of learning interacts with the physiology of it. Getting It Wrong: Surprising tips on how to learn by Henry L Roediger and Brigid Finn is well worth reading by anyone who works creates situations in which someone learns a new skill or new content knowledge.

The short version is this: "People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail."

Photos from Virginia Tech

Sunday, October 18th, 2009

These are just some photos that I took while at Virginia Tech for the Workshop on the Impact of Pen-Based Technology on Education (WIPTE) Conference.


http://www.flickr.com/photos/ecastro/sets/72157622612954518/show/

Wireless lecture

Monday, October 12th, 2009

This bit of lecture utilized a presentation application (like Keynote or Powerpoint) that interfaced with students' laptops (to force their screens black, push files out to students, and pull files from students into the teacher's machine.) With the tablet laptop, wireless internet, and wireless projector, the lecturer, Matt O'Brien from Brisbane Boys College, Australia, is able to move freely around the room while lecturing and engaging students in questions and dialogue.

wireless lecturing

Neat stuff!

Not everything that can be counted counts

Thursday, October 1st, 2009

Not everything that can be counted counts, not everything that counts can be counted.

- Albert Einstein

Productivity blog

Friday, September 25th, 2009

One of technology's mixed blessings is a possible increase in efficiency. If you have ever had to write a research paper on a typewriter, I think you would agree that doing so on a computer's word processing program is vastly more efficient.

This blog offers - to students and faculty, alike - excellent and concise advice on how to immediately increase your productivity:

http://productiveblog.tumblr.com/

The 7 Habits

Friday, September 25th, 2009

Educational Leadership, Oct 2009In the October issue of the ASCD's Educational Leadership is an article by Stephen R. Covey (of 7 Habits of Highly Effective People fame), examining a magnet elementary school in Raleigh, North Carolina, whose primary mission is teaching skills and habits of leadership to students. "Since adopting the leadership theme in 1999, the school has more than doubled its enrollment, raised test scores, and won numerous awards. But what parents speak of the most is the improvement in students' self-confidence."

Like our Expected Schoolwide Learning Results (ESLRs), A.B. Combs elementary school focuses attention of the skills of leadership by using a version of Covey's 7 Habits for Highly Effective People that have been modified for elementary school students:

  1. Be proactive.
    I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking.
  2. Begin with the end in mind.
    I plan ahead and set goals. I do things that have meaning and make a difference. I am an important part of my classroom and contribute to my school's mission and vision.
  3. Put first things first.
    I spend my time on things that are most important. This means I say no to things I know I should not do. I set priorities, make a schedule, and achieve my goals. I am disciplined and organized.
  4. Think win-win.
    I balance courage for getting what I want with consideration for what others want. I make deposits in others' emotional bank accounts. When conflicts arise, I look for third alternatives. I look for ways to be a good citizen.
  5. Seek first to understand, then to be understood.
    I listen to other people's ideas and feelings. I try to see things from their viewpoints. I listen to others without interruption. I am confident in voicing my ideas. I look people in the eyes when talking.
  6. Synergize.
    I value other people's strengths and learn from them. I work well in groups, even with people who are different from me. I seek out other people's ideas to solve problems because I know that by teaming with others we can create better solutions than any one of us can alone. I am humble.
  7. Sharpen the saw.
    I take care of my body by eating right, exercising, and getting sleep. I spend time with family and friends. I learn in lots of ways and lots of places, not just at school. I take time to find meaningful ways to help others.

Okay, I too wonder whether "synergize" is the best word to use with elementary school students, but, all the same, these are amazing lessons for students - and adults, alike - to learn. Aside from nit-picking the wording and wanting to add spiritual formation to #7, I cannot find anything wrong with these "ESLRs." I would be proud to teach these habits to my students, and I have to ask myself, Do I?

To what degree do we actively, purposefully, intentionally teach habits such as these to our students?

A Better Pencil

Thursday, September 24th, 2009

I am in the midst (during all of my free time...) of writing a proposal to present at the premier international Educational Technology conference, and so it is fortuitous that Dennis E Baron's A Better Pencil: Readers, writers, and the digital revolution was recently published.

The book explores our use of computers as writing tools in light of the history of communication technology, a history of how we love, fear, and actually use our writing technologies--not just computers, but also typewriters, pencils, and clay tablets. Dennis Baron shows that virtually all writing implements--and even writing itself--were greeted at first with anxiety and outrage: the printing press disrupted the "almost spiritual connection" between the writer and the page; the typewriter was "impersonal and noisy" and would "destroy the art of handwriting." Both pencils and computers were created for tasks that had nothing to do with writing. Pencils, crafted by woodworkers for marking up their boards, were quickly repurposed by writers and artists. The computer crunched numbers, not words, until writers saw it as the next writing machine.

The focus of my proposed presentation is how faith-based schools maintain their distinctive character while integrating technology. Having recently (and finally) read The First Jesuits, I was struck by how Ignatius himself struggled with the introduction of the printing press into the Curia Generalizia. The arguments for and against that first printing press are echoed in A Better Pencil, summarized by Baron in a recent interview with Salon:


Historically, when the new communication device comes out, the reaction tends to be divided. Some people think it's the best thing since sliced bread; other people fear it as the end of civilization as we know it. And most people take a wait and see attitude. And if it does something that they're interested in, they pick up on it, if it doesn't, they don't buy into it.

I start with Plato's critique of writing where he says that if we depend on writing, we will lose the ability to remember things. Our memory will become weak. And he also criticizes writing because the written text is not interactive in the way spoken communication is. He also says that written words are essentially shadows of the things they represent. They're not the thing itself. Of course we remember all this because Plato wrote it down -- the ultimate irony.

We hear a thousand objections of this sort throughout history: Thoreau objecting to the telegraph, because even though it speeds things up, people won't have anything to say to one another. Then we have Samuel Morse, who invents the telegraph, objecting to the telephone because nothing important is ever going to be done over the telephone because there's no way to preserve or record a phone conversation. There were complaints about typewriters making writing too mechanical, too distant -- it disconnects the author from the words. That a pen and pencil connects you more directly with the page. And then with the computer, you have the whole range of "this is going to revolutionize everything" versus "this is going to destroy everything."

 

I think properly integrating technology into the various aspects of our lives is about, first, an openness to growth, and, second, intentionality. As I continue thinking about my presentation, I'm wondering what others think about the fears often associated with cultural acceptance of new technologies. If you have any thoughts, I'd be very interested in hearing them.

Every child is an artist

Sunday, September 13th, 2009

Every child is an artists
Creative truths by Shirley-Ann Dick

I can't help but wonder: to what extent do the learning activities that I plan protect and foster the inherent creativity of students? Do you know of anyone whose assignments teach content while simultaneously encouraging genuine creativity by students? Post below to share the wisdom.

[via NOTCOT, a Design blog.]