http://www.guardian.co.uk/world/video/2011/mar/21/yemen-school-democracy-video
In Yemen they are preparing students to vote on a peer to represent them in the Children's Parliament. They are electing these peers to help better life for children in Yemen. Students are pushing for better school conditions including: classroom supplies, toilets, playgrounds, and libraries. Students in Yemen are also worried about the job opportunities there. There is a shortage of jobs in Yemen, and the students want to know how that will affect them. The student in Parliament will also be fighting to stop child labour, so children can focus on school instead.
Thursday, March 31, 2011
Group 5: Chapter 8 (School Organization)
A school is defined as a social institution. They have academic goals, social and civic goals, vocational goals, and personal goals. They are made up of many different professionals. They include: principal, vice principal, guidance counselor, school psychologist, health-care provider, secretaries/receptionists, instructional support staff, custodians/cafeteria workers, and lastly teachers. Schools are split into three divisions: elementary schools (K-5), middle schools (6-8), and high schools (9-12).
Schools have many different factors that lead to their success or failure. The optimal class size is twenty students or less. They must have a clear academic focus and high collective efficiency. Interactive instruction leads to a higher level of learning. Frequent assessment is necessary to follow students progress and comprehension. Schools that have a safe and orderly environment are much more successful. The last major factor in a successful school is parent involvement. Chapter 8 also discusses virtual schools, a 4 day week, and charter schools.
How was my school organized? List the pros and cons.
My school was organized into an elementary school (2-6) and high school (K,1, 7-12). The seperation of kindergartners and first graders from the elementary was due to the lack of space and growing class sizes. They had a seperate wing of the high school that was prohibited to older students. I really liked how our school was organized. The 7th and 8th graders lockers were on the first floor as well as most of their classes, then the 9-12 was upstairs. The 9-12 was spilt up by hallways, each grade got their own hallway section of lockers. I think this type of set up is quite beneficial to students. The 7th and 8th graders are not bombarded by the upperclassmen, yet they have a chance to see that environment. The only con I had with my school was that kids in the special education program were not mainstreamed into classes well. Also, many of the para professionals were not only distracting to their students, but everyone in the classroom. All but a few were very rude and mean to thier students and that really bothered me.
Schools have many different factors that lead to their success or failure. The optimal class size is twenty students or less. They must have a clear academic focus and high collective efficiency. Interactive instruction leads to a higher level of learning. Frequent assessment is necessary to follow students progress and comprehension. Schools that have a safe and orderly environment are much more successful. The last major factor in a successful school is parent involvement. Chapter 8 also discusses virtual schools, a 4 day week, and charter schools.
How was my school organized? List the pros and cons.
My school was organized into an elementary school (2-6) and high school (K,1, 7-12). The seperation of kindergartners and first graders from the elementary was due to the lack of space and growing class sizes. They had a seperate wing of the high school that was prohibited to older students. I really liked how our school was organized. The 7th and 8th graders lockers were on the first floor as well as most of their classes, then the 9-12 was upstairs. The 9-12 was spilt up by hallways, each grade got their own hallway section of lockers. I think this type of set up is quite beneficial to students. The 7th and 8th graders are not bombarded by the upperclassmen, yet they have a chance to see that environment. The only con I had with my school was that kids in the special education program were not mainstreamed into classes well. Also, many of the para professionals were not only distracting to their students, but everyone in the classroom. All but a few were very rude and mean to thier students and that really bothered me.
Thursday, March 24, 2011
2 Million Minutes
The main focus of this documentary was to show the major differences in education between America, India, and China. America does not realize it is in competition with the rest of the world in terms of education. We are loosing our competitive edge. In America K-12 has been a failure for the past 25 years. We have not been challenging our students enough, especially in the areas on math and science. There is a definite difference in mindsets between American students and Chinese and Indian students.
In America the students get to make the decisions about their future. In China and India the parents basically decide their child's future. Parents India and China hold very high expectations and invest a great amount of time and energy into their children. For people in these countries an education is a passport out of poverty. Many students choose career paths in math, science, or engineering. These students spend a longer amount of time in school, also they spend twice as many hours studying than Americans. Economic mobility is a key factor in driving students from China and India to succeed.
In America the students get to make the decisions about their future. In China and India the parents basically decide their child's future. Parents India and China hold very high expectations and invest a great amount of time and energy into their children. For people in these countries an education is a passport out of poverty. Many students choose career paths in math, science, or engineering. These students spend a longer amount of time in school, also they spend twice as many hours studying than Americans. Economic mobility is a key factor in driving students from China and India to succeed.
Tuesday, March 22, 2011
Group 4: Chapter 7 (Educational Philosophy-The Intellectual Foundations of American Education)
There are 4 major philosophies of education. The first is Perennialism, which states human nature is constant and schools should teach classic knowledge. This philosophy is teacher-centered, and it emphasizes personal development. Important subject matter include: math, science, history, etc. The second philosophy is Essentialism. Essentialism focuses on a critical core of knowledge and skills. It is also teacher-centered and it focuses on essential skills. Important subject matter are: reading, writing, math, literature. Progressivism is the third philosophy. It focuses on real world problem solving and individual development. It is student-centered, and hands-on activities are important to "learn by doing." The last philosophy is social reconstruction. This philosophy emphasizes that schools, teachers, and students should lead in alleviating social inequities in our society. Social reform and social questioning are key factors. This philosophy emphasizes on teaching more drug, sex, bullying, etc. education.
Group 3: Chapter 6 (Education in the United States-Historical Roots)
Much education now is too controlled and industrialized. With all the advancements in technology, we are banning some of them in our schools. As future teachers we need to find a way to bridge technology, the community, and schools. Incorporating 21st century thinking can conquer the achievement gap we have. The system of standardized testing has proven to not be beneficial economically.
In our history, religion was the main reason for schools in the colonial period. The first period was the colonial period, second the national period, and third the common school period. All of these periods had distinct factors that defined them. There has been major changes just within the past 15 years. An example is the change of Native American to American Indian. Yet some people have not embraced these changes.
In our history, religion was the main reason for schools in the colonial period. The first period was the colonial period, second the national period, and third the common school period. All of these periods had distinct factors that defined them. There has been major changes just within the past 15 years. An example is the change of Native American to American Indian. Yet some people have not embraced these changes.
Group 2: Chapter 5 (Student Diversity-Development, Ability, and Exceptionalities)
The chapter focuses on the differences in development, ability, and exceptionalities your students may have. Firstly, development depends upon a students experiences. These experiences come from parents, teachers, other adults, and peers. Development can be cognitive, moral, personal, or social. The second area involves a students ability. Intelligence is made up of three components: the capacity to acquire knowledge, the ability to think and reason in abstract, and the ability to problem solve. Learning styles emphasize differences in the ways students prefer to learn in the classroom. A student's ability to learn is different from one student to the next. Effective teaching is sensitive to these differences and adapt their teaching accordingly. Lastly, is the topic of students with exceptionalities. IDEA has set standards on how we provide for those who have exceptionalities. These students fall into four major categories: learning disabilities, communication disabilities, intellectual disabilities, and behavior disabilities. Also, a majority of these students are also gifted and talented. IEP's are a set of instructions to meet the learning needs of these students. Effective teachers use different types of learning to give these students the highest level of education. We must help all of our students reach their academic success.
Group 1: Chapter 4 (Student Diversity-Culture, Language, and Gender)
The main point in this chapter is the student diversity in our schools. Cultural diversity influences learning, so how do teachers respond to this diversity effectively. Some of the cultural values and attitudes complement our school learning. Also, adapting instruction to integrate home and school patterns. Teacher who have ELL students have an exciting opportunity to help their students. Providing multiple opportunities for students to practice their developing language skills with their peers.
Lastly, the chapter explores how gender differences influence school success. Not only are students genetically different, they are different because of society. Powers play a very important role in gender differences. As teachers we must ensure that gender differences don't become gender inequalities.
Lastly, the chapter explores how gender differences influence school success. Not only are students genetically different, they are different because of society. Powers play a very important role in gender differences. As teachers we must ensure that gender differences don't become gender inequalities.
The Global Achievement Gap: Chapters 3 & 4
Chapter 3:
This chapter focuses on a few different aspects of the No Child Left Behind law. This law requires state testing to hold schools accountable for yearly progress. Wagner asks if these tests are assessing the skills that students are going to need for work and college? His second question is, what is the impact of teaching for the tests on students motivation to stay in school? Employers are looking for people who are professional and have a good work ethic. Also, oral and written communication, critical thinking, problem solving, teamwork, and leadership are essential to employers.
The PISA tests are based on scientific and mathematical literacy. The PISA results show that American adolescents are very unprepared in these subjects compared to other countries. Yet, I feel that this does not quite make sense. If employers are not intrested in these areas, why should students study them. It is just another area that is attributing to our educational achievement gap. I think these types of information are continuing the confusion of what our students should be learning. How are we as future teacher going to address this problem?
Chapter 4:
The main idea of this chapter is to reinvent education. It is not as easy as it seems, showing from Tony Wagner's workshop. It is hard to come to consensus between administrators and teachers. In order to reinvent education we must understand how educators are prepared to teach. How different people learn and interact with their fellow teachers. As new teachers we must consider and weigh our experiences. We want to create an effective curiculum, but how will we do that? Is it going to take me a few years of failure to become a beneficial teacher? I hope not, I will learn from my experiences and provide the best education to my students.
Tony speaks about what a new type of teacher could be. New requirements could make teachers more prepared, and provide supervision that is more effective. Teacher preparation would look like a system of internships, with more hands on experience and mentoring. I feel like this is a great idea for future educators. The more real life experince we have the better we can be. I would love to see this implemented in the near future, possibly even before I graduate. During my field experience now I learn so much, I can only imagine the benefits of this type of preparation. This educational reinvention could possibly change the achievement gap of our students.
This chapter focuses on a few different aspects of the No Child Left Behind law. This law requires state testing to hold schools accountable for yearly progress. Wagner asks if these tests are assessing the skills that students are going to need for work and college? His second question is, what is the impact of teaching for the tests on students motivation to stay in school? Employers are looking for people who are professional and have a good work ethic. Also, oral and written communication, critical thinking, problem solving, teamwork, and leadership are essential to employers.
The PISA tests are based on scientific and mathematical literacy. The PISA results show that American adolescents are very unprepared in these subjects compared to other countries. Yet, I feel that this does not quite make sense. If employers are not intrested in these areas, why should students study them. It is just another area that is attributing to our educational achievement gap. I think these types of information are continuing the confusion of what our students should be learning. How are we as future teacher going to address this problem?
Chapter 4:
The main idea of this chapter is to reinvent education. It is not as easy as it seems, showing from Tony Wagner's workshop. It is hard to come to consensus between administrators and teachers. In order to reinvent education we must understand how educators are prepared to teach. How different people learn and interact with their fellow teachers. As new teachers we must consider and weigh our experiences. We want to create an effective curiculum, but how will we do that? Is it going to take me a few years of failure to become a beneficial teacher? I hope not, I will learn from my experiences and provide the best education to my students.
Tony speaks about what a new type of teacher could be. New requirements could make teachers more prepared, and provide supervision that is more effective. Teacher preparation would look like a system of internships, with more hands on experience and mentoring. I feel like this is a great idea for future educators. The more real life experince we have the better we can be. I would love to see this implemented in the near future, possibly even before I graduate. During my field experience now I learn so much, I can only imagine the benefits of this type of preparation. This educational reinvention could possibly change the achievement gap of our students.
Monday, March 21, 2011
St. Paul School Board
http://minnesota.publicradio.org/display/web/2011/03/16/stpaul-school-plan/
This article is about how the St. Paul school district plans to restructure its schools. The school board plans to change the achievement gap between schools. To equalize the schools in the district, to cut down on the excessive busing. By changing the environment outside and inside the schools. This will help equalize the learning that takes place between magnet schools and urban schools. This way we give equal opportunity to every person, no matter their economic standings.
This article is about how the St. Paul school district plans to restructure its schools. The school board plans to change the achievement gap between schools. To equalize the schools in the district, to cut down on the excessive busing. By changing the environment outside and inside the schools. This will help equalize the learning that takes place between magnet schools and urban schools. This way we give equal opportunity to every person, no matter their economic standings.
Thursday, March 17, 2011
Listening to America Video: Unequal Education
This video followed two young men in their schooling experience. Both live in New York City, one goes to a middle-class school, and the other a urban inner city school. Throughout the video there is a huge emphasis on the fact that there is a huge gap between middle-class and minority-rich urban schools. "Where you buy your house, you buy a school."
Urban schools have many uncertified teachers. In middle-class schools most all the teachers teach in their certified area. Also, the resources and after school activities are important in building students futures. In those schools where parents are involved have a higher rate of student success.
Free choice of parents is creating segregation. With government vouchers parents can afford to send their children to private school. But what people can afford these school, white middle-class families. No rich white family will send their children to a school with poor black kids. Federal mandates and vouchers are creating segregation. There needs to be an equitable school system. We need to see a shift from property tax funding of schools towards a different more equal source of funding.
Urban schools have many uncertified teachers. In middle-class schools most all the teachers teach in their certified area. Also, the resources and after school activities are important in building students futures. In those schools where parents are involved have a higher rate of student success.
Free choice of parents is creating segregation. With government vouchers parents can afford to send their children to private school. But what people can afford these school, white middle-class families. No rich white family will send their children to a school with poor black kids. Federal mandates and vouchers are creating segregation. There needs to be an equitable school system. We need to see a shift from property tax funding of schools towards a different more equal source of funding.
Wednesday, March 16, 2011
The Global Achievement Gap: Chapter 2
There are a few key points in Chapter 2:
1. Gap is between what the academically able students are being taught vs. what is needed to succeed in today's world.
2. Right now are teachers are not teaching the skills that are needed for people to succeed in today's society. Some students are coming out with good test scores, but they have no hands-on-skills. High schools are supposed to be preparing students for college, and college is supposed to prepare students for their work force. But, after graduation students are not at the level they are expected to be at.
3. No Child Left Behind act is becoming one of the leading cause of the "test prep" teaching style that is becoming so common in our school systems. Teachers are not teaching for learning purposes, they are teaching preparation for the BIG test. These tests are being taken every two years, and are used for the accountability for the success of their students.
4. Organisation for Economic Co-operation and Development is the designer of a different standardized test. It assesses the skills need in life on a regular basis, through problem solving and other assessments.
1. Gap is between what the academically able students are being taught vs. what is needed to succeed in today's world.
2. Right now are teachers are not teaching the skills that are needed for people to succeed in today's society. Some students are coming out with good test scores, but they have no hands-on-skills. High schools are supposed to be preparing students for college, and college is supposed to prepare students for their work force. But, after graduation students are not at the level they are expected to be at.
3. No Child Left Behind act is becoming one of the leading cause of the "test prep" teaching style that is becoming so common in our school systems. Teachers are not teaching for learning purposes, they are teaching preparation for the BIG test. These tests are being taken every two years, and are used for the accountability for the success of their students.
4. Organisation for Economic Co-operation and Development is the designer of a different standardized test. It assesses the skills need in life on a regular basis, through problem solving and other assessments.
Field Experience: Day 2
Due to district holidays and being sick, I had my second day of my field experience this Monday. I felt like it was a very successful day! The class was split into three groups, and I taught each group about translations, reflections, and rotations. The groups were split up on the basis of ability. My teacher gave me a chance to work with each group and adjust to each. Helping teaching these students has given me a chance to really advance my methods. I am looking forward to the rest of my time at Kennedy Elementary.
21st Century Skills
Tony Wagner the author of The Global Achievement Gap has come up with seven survival skills. In his video he explains each of the survival skills in detail. The seven skills are:
1. Critical Thinking and Problem Solving
2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Tony stresses that in order for students to be successful they must have these seven skills. This is what our future employers are looking for. These skills are the "new basic skills" for work, learning, and citizenship in the 21st century. By training our teachers these skills it will be passed on to the future students pushing them even farther in their education.
1. Critical Thinking and Problem Solving
2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Tony stresses that in order for students to be successful they must have these seven skills. This is what our future employers are looking for. These skills are the "new basic skills" for work, learning, and citizenship in the 21st century. By training our teachers these skills it will be passed on to the future students pushing them even farther in their education.
Atomic Learning
Atomic Learning provides online tutorials and technology resources. It was designed for schools and higher educational facilities to use. A representative from the Curriculum Technology Center gave us a presentation on how to use Atomic Learning. This is a great resource for anyone looking into learning more about technology. It provides helpful tutorials on how to work almost any function of technology. You can look up resources on how to use Blogger, Skype, APA formatting, and many other things. I am lucky to have this program to help me with advancements in my educational experience. It is a great resource for anyone working with technology.
Japan's Push for More English
http://www.guardian.co.uk/education/2011/mar/08/japan-launches-primary-english-push
Japan has been in last place in Asian countries in their English proficiency. With this new proposal Japanese students ages 10-12 will have English lessons once a week. By the time they leave primary school, the students will have learned 285 and 50 expressions. I think this will help the Japanese to climb higher in the standings in English proficiency. If the United States were to take these type of steps we could see definite strides in foreign language proficiency. Multilingualism will help student in the U.S. make strides towards a higher education, and put them in the runnings with other countries.
Japan has been in last place in Asian countries in their English proficiency. With this new proposal Japanese students ages 10-12 will have English lessons once a week. By the time they leave primary school, the students will have learned 285 and 50 expressions. I think this will help the Japanese to climb higher in the standings in English proficiency. If the United States were to take these type of steps we could see definite strides in foreign language proficiency. Multilingualism will help student in the U.S. make strides towards a higher education, and put them in the runnings with other countries.
Thursday, March 3, 2011
Speaking in Tongues
In class we watch the movie Speaking in Tongues. This movie was a documentary of sorts, showing us about immersion schools. We saw three Chinese immersion schools and one Spanish. The video showed both sides of the story, pros and cons. There are many benefits of have bilingual students. If taught at a young age, students can learn both English and another language with great proficiency. It has also been shown that these students are test at the same level or higher than their monolingual peers. Some parents had concerns that if they are learning all their subjects in the foreign language how will they ever be able to do it properly in English. They also thought that if we are in America and the national language is English, than that is what their children should be learning.
I believe that the United States does not have one national language. We have always been a country of differences and opportunities, so why hold ourselves to any one way of thought. I think by making our students bilingual it will greatly benefit many areas of our country. Students will be able to communicate better with those who do not speak English. Also, in our competitive job market, employers are really looking for people who are bilingual and adaptable.
I believe that the United States does not have one national language. We have always been a country of differences and opportunities, so why hold ourselves to any one way of thought. I think by making our students bilingual it will greatly benefit many areas of our country. Students will be able to communicate better with those who do not speak English. Also, in our competitive job market, employers are really looking for people who are bilingual and adaptable.
Honoring the "6th Man"
http://www.sctimes.com/article/20110301/SPORTS03/103010007/-1/highschool
The Apollo high school basketball team honored one of its greatest fans. Ross Evans was given a basketball jersey with the number 6 on it. Honor him as the 6th man on the court, always cheering his team on to victory. Ross is a senior at Apollo and he is the Eagles biggest fan.
This story really won me over. I think it is amazing when we as students and educators find ways to incorporate everyone regardless of any differences. Many schools and students are in need of this type of interaction. There is such a divide between "normal" and "exceptional" students. I believe programs that incorporate both types of students is very beneficial. Students are able to see that there are not really any differences between them, they are both students looking to reach a higher education. I wish that you would hear more of these types of stories now a days. Making students feel "normal" can be the most beneficial way of helping them reach their goals.
The Apollo high school basketball team honored one of its greatest fans. Ross Evans was given a basketball jersey with the number 6 on it. Honor him as the 6th man on the court, always cheering his team on to victory. Ross is a senior at Apollo and he is the Eagles biggest fan.
This story really won me over. I think it is amazing when we as students and educators find ways to incorporate everyone regardless of any differences. Many schools and students are in need of this type of interaction. There is such a divide between "normal" and "exceptional" students. I believe programs that incorporate both types of students is very beneficial. Students are able to see that there are not really any differences between them, they are both students looking to reach a higher education. I wish that you would hear more of these types of stories now a days. Making students feel "normal" can be the most beneficial way of helping them reach their goals.
Canadian School for Low-Income Students
http://www.edweek.org/ew/articles/2011/02/02/402468_ap.html
I think the main idea behind the school is great. Some students of lower SES backgrounds are not receiving the adequate education. They are behind in their school and therefore worsening their chances of ever getting out of their poverty. This new school would bus the low income students in Niagara area to school. The school would also provide breakfast, lunch, and after-school programs.
Though this is a great stride towards helping education, it shows definite flaws. I do not like the idea of separating students on the basis of their economic background. I really think that all school should try and make strides towards providing these amenities to their students. The charter school can only help a number of children chosen through a lottery, so what happens to the rest of the children. I realize many of our schools do not have the funding to provide these students with the amenities they need to succeed. Changes in government spending would greatly benefit education, and in the long run lower certain costs such as our prison facilities. So, yes I do believe charter schools are a great thing, but not a the cost of creating more division between economic levels of students.
I think the main idea behind the school is great. Some students of lower SES backgrounds are not receiving the adequate education. They are behind in their school and therefore worsening their chances of ever getting out of their poverty. This new school would bus the low income students in Niagara area to school. The school would also provide breakfast, lunch, and after-school programs.
Though this is a great stride towards helping education, it shows definite flaws. I do not like the idea of separating students on the basis of their economic background. I really think that all school should try and make strides towards providing these amenities to their students. The charter school can only help a number of children chosen through a lottery, so what happens to the rest of the children. I realize many of our schools do not have the funding to provide these students with the amenities they need to succeed. Changes in government spending would greatly benefit education, and in the long run lower certain costs such as our prison facilities. So, yes I do believe charter schools are a great thing, but not a the cost of creating more division between economic levels of students.
Intercultural Development Inventory
Last week in class we took a test that measured our Intercultural Competency. It measured our competency on several different levels that include: denial, polarization, minimization, acceptance, and adaptation. Denial is at the far lower end of the spectrum, denial does not recognize the deeper cultural differences between cultures. At the opposite end of the spectrum is adaptation. Adaptation is an orientation that is capable of shifting cultural perspectives. As teachers we must reach this higher level of thinking if we ever want to change and adapt with the ever changing cultures of our students.
My results came back with my perceived orientation was 122.85, which is within the acceptance category. However, my developmental orientation came back at 97.47, which is withing the minimization category. I am not surprised by my results. I came from a small non-diverse school district, so I have not experienced many things students from more populated districts have. I do perceive myself in an acceptance stage, but in all actuality I'm not sure what I would do in certain situation because I have not been exposed to them before. As a future teacher I want to keep moving to the acceptance and adaptation stages. Educators must be able to adapt to their students different learning patterns/styles. Creating awareness to me now, I now have a better understanding of where I am at, and where I need to be to become a successful teacher.
My results came back with my perceived orientation was 122.85, which is within the acceptance category. However, my developmental orientation came back at 97.47, which is withing the minimization category. I am not surprised by my results. I came from a small non-diverse school district, so I have not experienced many things students from more populated districts have. I do perceive myself in an acceptance stage, but in all actuality I'm not sure what I would do in certain situation because I have not been exposed to them before. As a future teacher I want to keep moving to the acceptance and adaptation stages. Educators must be able to adapt to their students different learning patterns/styles. Creating awareness to me now, I now have a better understanding of where I am at, and where I need to be to become a successful teacher.
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