This week's subject is Professional Development. My goal is to decide which ongoing professional development is important for sustaining professional growth. To be honest, I'm not sure where to start. Let me tell you why.
First, in regards to my district, I know that there's a push for more usage of technology within the district. There are many classes offered throughout the year, and I've been able to take a few. From that, I've been able to implement some of the information I picked up in my class. However, the number of teachers who take advantage of these opportunities are minimal. As a result, I don't think that some of the concepts that are out there are getting to everyone in the intended audience.
So where do we start? I think we need to get our staff trained in using technology. Going over the LoTi levels a few weeks back made me take a look at my school and my district, and the evaluation I had to give wasn't good. I still see word processing skills as the number one use of technology, with free time and game exploration as the second. I've introduced my classes to using Moodle for one of my courses, and designing stories using Power Point and Photo Story to address different audiences. The fear is, though, that they'll lose these abilities if others don't add on to what I've begun with them. That's where I think we just need to set a few specific items that HAVE to be integrated into the curriculum, give training to all involved, and then monitor the progress throughout the year. In terms of training, I think that it needs to be a few sessions spaced throughout the year, and that each session should build upon the previous session.
What items would I focus on? I know that there are a LOT of programs we're investing time and money into. Starting with training on Inspiration/Kidspiration, Moodle, MyAccess, and eSis gradebook is a start. The courses are offered, but I almost think that we need to make some of these sessions mandatory in order to get people to take it seriously. I've already seen similar mandates in Reading, Math, and Writing. Why not do the same in this field?
I think the other part that I'm hesitant to address is the fact that I don't know what my district is going to decide to invest their attention to over the summer. I may come back in August, and there's already a new concept out there to push for use in the classes, and for all intensive purposes, it might not even exist yet. I think in this regard, I have to be open to new ideas, as training for something in the fall might occur for something that doesn't even exist right now.
Overall, I think that there needs to be more training in technology, and that we have to be more accountable as teachers for getting involved in training. Until that happens, I feel like we're just chasing everyone else, and that's not really benefiting anyone...
As always, any questions, concerns, or comments, please feel free to share.
Saturday, May 30, 2009
Tuesday, May 26, 2009
Differentiation
This week's topic, after a delayed (coughcoughihadaweekoffandslackedcoughcough) time, is differentiation. For me it's got a few points that are worth talking about. So, away we go...
For me, differentiation can mean a few things. The first way that I've always taken it is that I have to realize that there are different ways to learn. I try to present different ways for students to learn the material that I have to present due to the reality that not all students learn the same. We talked about that at length in class--it's about recognizing which students are visual learners, which ones are audio learners, etc. I try to venture away from the lecture circuit with the kids if possible. I'll try to showcase what they're going to do, and then immerse them in it right away, and try to monitor their progress through conversation.
In terms of connecting this to my lessons, I have to go back and look at the beginning of my unit. How am I presenting my unit, and how can I adapt it to meet the needs of the different styles of learners? I don't think that I need to reinvent the wheel. I think I just need to tweak the existing unit that I have.
However, there is another way to look at differentiation, and that's meeting the needs of the motivational levels of the student. In other words, how do I challenge those who find this assignment easy, and how do I help those who find the assignment extremely difficult? That's another idea that I have to keep in mind as I plan my unit, as the reality is that there will be varying speeds of completion of the project at hand. I've begun planning some alterations to the project that I'm working on in order to challenge those who complete the assignment easily and effectively. Again, that's something where tweaking is the most likely solution.
Overall, it's an interesting idea, and something that will always be a reality in the classroom. I hope that I'm on the road to correctly identifying the needs of the students in my class. As always, your feedback is greatly appreciated.
For me, differentiation can mean a few things. The first way that I've always taken it is that I have to realize that there are different ways to learn. I try to present different ways for students to learn the material that I have to present due to the reality that not all students learn the same. We talked about that at length in class--it's about recognizing which students are visual learners, which ones are audio learners, etc. I try to venture away from the lecture circuit with the kids if possible. I'll try to showcase what they're going to do, and then immerse them in it right away, and try to monitor their progress through conversation.
In terms of connecting this to my lessons, I have to go back and look at the beginning of my unit. How am I presenting my unit, and how can I adapt it to meet the needs of the different styles of learners? I don't think that I need to reinvent the wheel. I think I just need to tweak the existing unit that I have.
However, there is another way to look at differentiation, and that's meeting the needs of the motivational levels of the student. In other words, how do I challenge those who find this assignment easy, and how do I help those who find the assignment extremely difficult? That's another idea that I have to keep in mind as I plan my unit, as the reality is that there will be varying speeds of completion of the project at hand. I've begun planning some alterations to the project that I'm working on in order to challenge those who complete the assignment easily and effectively. Again, that's something where tweaking is the most likely solution.
Overall, it's an interesting idea, and something that will always be a reality in the classroom. I hope that I'm on the road to correctly identifying the needs of the students in my class. As always, your feedback is greatly appreciated.
Saturday, May 9, 2009
Student-Centered Assessment
This week's topic is student-centered assessment, or how this course has helped me think about it.
To be honest, I think that this module has helped me to take notice of the amount of formative assessment that I use in the class, or checkpoints. I think we hear the word assessment, and sometimes forget that it is ongoing. Often, the test or quiz is seen as the assessment, and I've been guilty of that. Planning for this unit has made me look at how I continually check on the students' progress with the project that they are doing.
In my unit, there are a few different formative assessments that I have. I'm journaling with them to get a feel for where they are with the assignments. I developed a checklist so that both the teacher and the student could keep tabs on what's been accomplished and what's left. Also, I developed two conferences so that I could keep a clear, personal check as to the student's progress. It lessens the art of surprise when I get to the end of the unit, and a student suddenly tells me that they're nowhere near done.
The key to this? Time. It takes a lot of time initially to get all of this set up. It clears up time at the end of the unit, but there are some beginning stages that will be slow at first. Have I done this before? Yes, but I'll be honest in saying that I haven't always followed through with it. I know that I need to be more consistent in this unit in order to ensure success. I'm confident that I will be able to keep up with my assessments for the next 5-6 weeks.
As always, please feel free to leave feedback or ideas for me.
To be honest, I think that this module has helped me to take notice of the amount of formative assessment that I use in the class, or checkpoints. I think we hear the word assessment, and sometimes forget that it is ongoing. Often, the test or quiz is seen as the assessment, and I've been guilty of that. Planning for this unit has made me look at how I continually check on the students' progress with the project that they are doing.
In my unit, there are a few different formative assessments that I have. I'm journaling with them to get a feel for where they are with the assignments. I developed a checklist so that both the teacher and the student could keep tabs on what's been accomplished and what's left. Also, I developed two conferences so that I could keep a clear, personal check as to the student's progress. It lessens the art of surprise when I get to the end of the unit, and a student suddenly tells me that they're nowhere near done.
The key to this? Time. It takes a lot of time initially to get all of this set up. It clears up time at the end of the unit, but there are some beginning stages that will be slow at first. Have I done this before? Yes, but I'll be honest in saying that I haven't always followed through with it. I know that I need to be more consistent in this unit in order to ensure success. I'm confident that I will be able to keep up with my assessments for the next 5-6 weeks.
As always, please feel free to leave feedback or ideas for me.
Saturday, May 2, 2009
Digital Divide?
This week's topic involved the Digital Divide, or the implied separation of abilities and resources amongst the population of the U.S. in terms of technology. I'm a bit torn on this topic, as I've been on both ends of the spectrum in terms of schools and financing, so I'll just ramble on. Please feel free to follow.
Currently, I teach at a school that has a pretty good reputation, and where the students are capable of paying for things if needed. Before that, I taught at a low-income school for 10 years. I had students who frequently were in and out of houses, apartments, or shelters. In that regard, in terms of the out-of-school comparison, then yes, there is a digital divide. A family trying to find their next meal probably isn't looking for that next laptop or wi-fi connection. I'd say that I went from 20% availability to 80% availability in regards to access of computers at home. The advantages and opportunity differential for both groups is quite obvious.
However, inside the school is another story. I'd say that I had the same amount of technological opportunity at both schools. I've had access to computer labs in both, and I've had 5-6 computers at both. And, at both schools, I've seen technology gather dust, depending on the room. I still work with those whose main definition of technology is the overhead. This is where I see a Digital Divide within the school. There are those who are interested in it, and want to integrate it into their lessons and curriculum. Then there are those who see it as a negative or a distraction, and that the best solution is simply not to use it at all. Having inservices isn't the solution, as some are so set in their ways, whether positive or negative, that all of the teachings in the world won't matter. In this regard, I don't know what the solution is. I think we maybe need to be consistent and continue to show all of the uses that our students are going to have involving technology, and stress the importance of getting them ready for the REAL WORLD, not a test.
Of course, that's easier said than done. If it were easy to do, I don't think that this argument exists right now. I also don't see the divide getting any closer to becoming eliminated anytime in the future. I think all that I can personally do is try to give examples again and again of what we can do in the class, and hope that others eventually lower their guards and take a chance. After all, isn't that what we want our students to do?
Currently, I teach at a school that has a pretty good reputation, and where the students are capable of paying for things if needed. Before that, I taught at a low-income school for 10 years. I had students who frequently were in and out of houses, apartments, or shelters. In that regard, in terms of the out-of-school comparison, then yes, there is a digital divide. A family trying to find their next meal probably isn't looking for that next laptop or wi-fi connection. I'd say that I went from 20% availability to 80% availability in regards to access of computers at home. The advantages and opportunity differential for both groups is quite obvious.
However, inside the school is another story. I'd say that I had the same amount of technological opportunity at both schools. I've had access to computer labs in both, and I've had 5-6 computers at both. And, at both schools, I've seen technology gather dust, depending on the room. I still work with those whose main definition of technology is the overhead. This is where I see a Digital Divide within the school. There are those who are interested in it, and want to integrate it into their lessons and curriculum. Then there are those who see it as a negative or a distraction, and that the best solution is simply not to use it at all. Having inservices isn't the solution, as some are so set in their ways, whether positive or negative, that all of the teachings in the world won't matter. In this regard, I don't know what the solution is. I think we maybe need to be consistent and continue to show all of the uses that our students are going to have involving technology, and stress the importance of getting them ready for the REAL WORLD, not a test.
Of course, that's easier said than done. If it were easy to do, I don't think that this argument exists right now. I also don't see the divide getting any closer to becoming eliminated anytime in the future. I think all that I can personally do is try to give examples again and again of what we can do in the class, and hope that others eventually lower their guards and take a chance. After all, isn't that what we want our students to do?
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