Saturday, February 28, 2009

Everyday Math

I've really tried to diversify the blogs I am reading. Most of the posts hitting my Google Reader are literacy or policy focused. I find that to be a little funny, as I have always been stronger mathematically than verbally (as much as I am strong verbal/linguistic person- I don't shut up!). Over the past two weeks I have been looking for good math blogs.

The one that got me thinking today was Exploring Mathematics Around, which reminded me a little bit of using Voicethreads in the way that it inspires conversation around images. At any rate, that got me thinking about math in my own life... (dy/dan is also really good!)
  • You're at Costco and you want cereal. You'll eat either the Cheerios or the Honey Bunches of Oats. Both are tasty, but which is cheaper? Well Cheerios is $6.99 for 49 ounces, while H.B.O. is $6.95 for 48 ounces. Where do you get more bang for your buck?... How about comparing whether to get sugar at Costco versus at Fred Meyer (i.e. bulk vs non)? It can seem like splitting hairs, but we're in a recession!
  • You've just run 15 miles in 1:28:30, and you are planning to run a 15K and a marathon (26.2 miles/42.2K) in the next 3 months. Assuming your fitness stays the same, and you ran the same pace for both of those runs, how would you finish? Would a 10 mile run in 54:00 yield the same results or different?

I use math everyday, and I am not sure I ever really considered that I would. It isn't just shapes but mental math and calculations we do on a daily basis.

Friday, February 27, 2009

Telling Stories

An interesting story was told to me by someone in another teaching certificate program. It goes like this... The intern was crafting a science unit for their student teaching, all the while the master teacher was planning to get a science kit for that same student teaching quarter. Hmmm.. Seems like a lack of communication.

That leads me to another point, how do universities ensure that master teachers are good models for the pedagogy they promote? How can universities be sure that these teachers are solid communicators as well? What exactly are their mechanisms for following up? I wonder (out loud of course) if universities shouldn't be more involved in selecting these teachers, and ensuring that the relationship leads to the growth of solid pedagogy. How prevalent is lack of followup that I perceive?

In a perfect world... I would like to see universities having their field instructors, or the school principals watching a lesson with the intern. They can then point out what the teacher is doing, and how it is evidence of good pedagogy for the intern. Additionally they can then evaluate the teacher at the same time. Another idea would be to interview each master teacher. By and large they receive a small stipend... shouldn't you interview for said position? Those are my 2 cents, take them for what you will.

Wednesday, February 25, 2009

How did you learn to read?

"How did you learn to read?"- Jack
"My mommy taught me."- Ben
from Lost last week...

Why is that on here? Well, aside from the fact that I enjoy the show, it gets at the idea of readiness to learn. I heard that quote and laughed! Not everyone learns to read in school. One of the big things in recent years has been readiness for school and readiness to learn... didn't we come out of the womb ready to learn? Weren't we learning before we hit elementary school? I understand the notion that there are different systems when it comes to home and school, but the idea that you need to be "ready to learn" to be in school ridiculous. Schools need to be ready for kids.

Monday, February 23, 2009

Social networking, but not with kids

I just read a day or two old post over at Ideas and Thoughts from an EdTech. The post was in relation to an article in Wisconsin that was banning teachers from connecting with students via social networking websites (ie Facebook). To me it is an interesting dilemna. I see why schools would want to limit out of school contact between students and teachers, particularly in light of the many teachers getting themselves in hot water.

I am also reminded of Deborah Meier's In Schools We Trust, with the primary notion being that schools and students need to be connected. We have worked hard to disconnect students and schools/teachers. When it is after school hours kids aren't to be alone in the school, for fear that they might steal something or they might hurt themselves (and the district/school would be liable). But isn't it a positive thing that kids are at school and not on the street? How about connecting with a teacher and not with a stranger? Doesn't this also break down the walls of connectivity, giving students a chance to get help when it is convenient to them?

100 Days and Counting...

This week has been busy. I was observed on Monday, which also happened to be 100's Day. During the literacy time on Monday, I provided small group instruction that I had to follow-up with more instruction on Tuesday. I gave a math lesson and a science lesson on Tuesday too.

100's Day was great. I was surprised with how well it went. Students worked in cooperative groups in order to come up with 100 words. Sounds easy right? Well it went long, as kids got really interested in finding interesting and cool words. How awesome is that? I called an audible and had them share out when they were half done with their group sheets, and called them up to the butcher paper to write down their words. The result is seen below... I was excited about it!

Sunday, February 22, 2009

Science in My Life

One of the assignments for my Teaching Science course is "Pictures of Science in Your Life." Back at the start of the course we classified how we felt about science at different points in life (ES, MS, HS, College, Post-College). When it came to Post-College I just felt ambivalent, largely because I didn't make the connection between science in my life. I run, which is physiology and physics, but I considered it to be more math than anything.... how about the mountain goats pictured to the left? Nah!

What a difference a few weeks makes. Taking the time to consider what science was, and how it infiltrated my life, I was able to see the many ways I encounter science (and largely for the better). I am not sure I really thought about habitats while I was hiking, but I was fearful of a possible encounter with a bear. This made it clear that the world is inhabited by many things other than humans. What is there just depends on the habitat! By the way... I was very scared of the mountain goats as they have horns!



Friday, February 20, 2009

Post of the Week!

In between watching the Ok Go video and checking my Google Reader, I found a fantastic blog post at Learning is Messy. The blogger, Brian, blogs with his students and is going to start a "Post of the Week" for their class blog. Why is that important? Well I just see how integral the idea is to getting kids to think about their own writing. You might say, "well they are thinking about other people's writing not their own." Ah but there is where you get into metacognition. Once they start thinking critically about the writing of their peers, even if it is just what they liked and how it was layed out, they start to take away ideas that can be applied to their own writing. If you are just simply writing and not thinking about your audience, then why even publish? I can't wait to bring that into my future classroom!

Thursday, February 19, 2009

What I Learned Through Google Reader Pt2

I have been inspired by This Week In Education's blog posts of the day/week, and have wanted to share some great things coming into my Google Reader...
  • I found this over at Kitchen Table Math, and found it to be highly amusing. Is it educational? Yes, for the simple fact that you should be careful dancing/walking on treadmills. Additionally I would posit that there is quite a bit of visual/spatial intelligence being utilized.
  • If you are going to say you did something, you best have been sure to have done it. Something smells fishy, and dy/dan has a lesson that might weed out any lying. In addition I like the real-world applications and critical thinking skills embedded into this lesson.
  • Curriculum Matters cited a study stating what we knew all along (didn't we?)... kids need unstructured play time in the early years, not the instruction that has started to creep into Pre-K and K.

Wednesday, February 18, 2009

Thanks For Sharing

NYC Educator had a comical story today following Jay Matthews' (WaPo ed blogger/correspondent) ways to fix schools without spending a dime. Matthews' article was on the heels of Nicholas Kristof's op-ed in the Sunday New York Times. I certainly don't mind reporting about education. One thing that I learned while an undergraduate political science major was that too few people are participating in the discussion. Without discussion you end up with only a few people having their ideas being pushed, and it becomes a government of the priveledged, not one of the people (changing government is a whole different story).

My issue with Matthews and Kristoff is that they aren't really pushing great ideas. Charter schools, calling parents with kind words, and good pedagogy aren't going to make a dent in education. For one, while charter schools are all the rage they aren't shown to be the great education savior that is being pushed. They aren't a magic elixir, and pushing them to the public only further dilutes public faith in restoring public schools. Why help public schools when you can go to the magic charter school that cures everyone?

The shame in all of this is that Matthews and Kristoff write for large metropolitan newspapers. Others actually read their writing, and may start to drink the Kool-Aid. Why do we have to have people who aren't teachers, and have never experienced teaching, telling everyone what needs to be changed about teaching and education?

Tuesday, February 17, 2009

Systemic Malfunction

As I am doing my reading for my Thursday Seminar course, I can't help but reflect on my earlier post about good pedagogy. Is it a lack of good teachers that is holding our failing schools back? Is it a systemic issue of teachers holding back students until they have master basic skills? Who determines what basic skills, and what the benchmarks are? Well those in power (and those that lobby them)... it all starts to smell of institutionalized racism.

The movie running in my head is of newsmen reporting about our "failing schools," and saying "well kids can hardly read." This is then followed by societal outcry that leads to skill building boot camps deconstructing reading, writing and math so that students "get basic skills." Even the best teachers in the world would struggle making those isolated skills relevant. Our system of benchmarks and limbo bars has much to do with the state we are in... as much as good teaching and good pedagogy does.

Where We Differ

A friend of mine posted a link to Nicholas Kristoff's Sunday Op-Ed in the NY Times. It was titled "Our National Shame" (registration required for the NYTimes... you can try bug me not), with the crux being that education has supplanted health care as the great American crisis. I don't dispute Mr. Kristoff's claim that we need to shift our focus from health care to education, nor that we should be fighting the war on poverty through education. Where I disagree is with his, as well as Arne Duncan and many others', assertion that charter schools (like KIPP) are the solution. The case can, and has been, made that charter schools have results that are no better than public school results. Additionally, the results of programs like KIPP (which certainly are laudable) fail to mention the number of drop-outs from their program, or the struggles of their graduates when they leave the regimented confines of the program (there are two links I am missing, but will find!).

Additionally I always struggle with talk about education and "good teaching." Kristoff mentions "good teaching" and how studies show that "good teachers" make the difference in education. Duh? Would you expect anything different?! Where I am confused is what writers, such as Mr. Kristoff, define as good teaching? What is good pedagogy to you? Everyone says that they want good teachers, and everyone thinks we have agreement, but I am not sure that we have the same believes about what "good" actually is. Good to you might be 100% direct instruction with worksheets related to the great tomes of knowledge our students should know. For me it would be cooperative learning groups where students are constructing knowledge around problems that are kids can relate to. What is good teaching to you?

Monday, February 16, 2009

Are Kids Widgets?

I've been thinking about kids, schools, factories, and widgets. I believe all kids can achieve. Do they develop at the same rate? No. There are many factors influencing their development. Should we hold schools and teachers accountable? Yes. The big question for me is what do you tie that accountability to? Is a teacher a bad teacher if their kids don't do well on a standardized test? Some would say yes. Personally, I disagree, as students are not widgets.

Isn't testing just like the quality control testing in factories? What happens when factories find a widget that doesn't meet their standard? They toss it, or perhaps sell it for less as a damaged/flawed version (typical with appliances... think the ones with the small ding in the side). For schools? We tell the kids that they have failed, or are a failure, and go through stages of closing schools. This makes me think of the government closing a factory because it is polluting too much. In the case of schools, it is as though the government is saying that the schools are producing a bad product that harms the environment.

The challenge ahead is changing the climate surrounding education. We need to move away from thinking of students as widgets/ovens/vacuum cleaners/TVs/cars/candy. They can all achieve, but jumping over the same bar at the same time seems incredibly silly. Worse so is then taking out our anger on schools for this failure. Additionally, how can we change our perspective from one that is penal to one that is positive?

Sunday, February 15, 2009

Midwinter Break with Google Reader!

We're on Midwinter break this week! The wife and I are off through Tuesday, then she heads back to her 2nd/3rd grade kiddos and I head back to the university. January and February are awful as far as consistency, an underestimated part of learning in my eyes. Every other week has a day off because of a holiday, day between semesters, or teacher training day. This week is great for the student teacher, as it is a chance to focus on the classwork and get a little rest Monday and Tuesday.

For me, this week is a good chance to run some more (92 miles instead of the 75/wk I have averaged), and a chance to catch up on my Google reader. As I mentioned earlier in the week, the blog posts to be read ballooned to over 100. How about now? Well, I am down to 9... they are the ones that I need to really invest time to read (Bridging Differences, Will Richardson, etc).

What has Google Reader taught me?

Friday, February 13, 2009

Why So Glum?

There are many things that I haven't done of late. I have fallen a little behind in my reading, pushing them into the school week (instead of over the weekend). I was going to post on Memoir Monday... well I was too busy running in circles to do so. I've even fallen behind in my blog reading, watching my list grow to an appalling 100+ entries, partially because of the addition of some new blogs. Thankfully I cleaned some of that out today, and got in some great reading. I have some starred that I will post later.

One striking observation: the tone seems to be rather glum. Whether it is KIPP and charter schools, seeing so much red ink in grading, or irritation about Arne Duncan and the stimulus, people seem to have been taken by the grim reaper. Why so sad friends, why so sad? My glass is half-full, and I can't help but think of Kevin Costner in Field of Dreams! Let's build it (whatever it is!) so that they will come...

That has gotten me thinking about student teaching, which officially starts in 7 weeks. I've been formulating how I envision my blocks of time, and what I want to accomplish in those blocks. I harken back to Regie Routman who said, in response to those who complained about a lack of time, that you make time for what you value. Change makes me a tad nervous, but I can rely on my experience and knowledge to buttress the reasoning for making changes. I feel ready for the challenge. It has been interesting contrasting my experience with those of another student teacher who I have yet to introduce myself to. Turn that frown upside down!

Tuesday, February 10, 2009

Broad Student Teaching Reflections

Student teaching is a bizarre netherland. You are a teacher, but you aren't. You are an observer, but you are an active participant. You enforce rules but don't set the rules of the game. You are constructing knowledge internally, but acting like an empty vessel to be filled externally. It isn't your place to give feedback, but you might have some to give based on your newfound learnings/understandings. Just some odd observations about the concept of student teaching.

The implications of the last of the points is interesting when extrapolated to peer-to-peer review in the salary ladder (something Washington is considering). I see the inequity of having teaching make the same at each tier: some are far better quality teachers than others, some do more work than others, but they all are compensated the same. But I am not so sure that moving to having peers review each other advances the field. Doesn't that create a popularity contest like prom king and queen? If I were reviewed by 3 peers, 1 of which I don't jive with, how can I be sure I am getting a fair review? Maybe it makes sense in a post-racial, post-political party future we have tried to enter, but I don't see it. I think the process discourages peer constructive feedback... ugh.

Mr. Hanson, what is texture? Like, feeling?

Today was science for our 1st/2nd grade kiddos. In a nutshell, our goal was to learn that we can use properties (details) to describe things. We took our super duper describing skills to 4 different foods: oat cereal (cheerios), split peas, sunflower seeds, and macaroni.

How did they do? Awesome! We had some kinks (read further), and we didn't have enough time. Science has been pushed from a 45 minute block to a 30 minute-ish block at the end of the day. Can we do some of the work? Yes, but it makes the exploration, sharing and closure all very confined.

Kinks? After going over that we use all but one sense in science, our sense of taste, we had someone push the boundry. I am not so sure who has touched the materials, as they come from the district, so the issue is more one of safety than anything. Other kinks? Well I went through words that we could use for our describing (shape, color, texture, etc) but then failed to follow through and say exactly how we would get there... hence where the title comes from!

Alas the responses were awesome. We had descriptions like greenish, half-moon shaped, like a C, soft, smooth, bumpy, sounds harder than the others, like a bridge, felt cool, holey... Plus I had responses from just about everyone, and everyone was engaged.... Success! I just need more time...

Sunday, February 8, 2009

How To Books... Part Two

We started our How-To books last week. It was a lesson that I was being observed doing, and I thought it went mildly well. I thought my demonstration was effective, and engaging and connecting with the kids went well (I walked them through How I Made Chocolate Milk... and the steps to do that). Looking back at their writing, I still feel ok. But I have some work to do, and uncharted territory to enter (How to meet the needs of everyone while they're at different stages?!)...

First off, where are they in the process? I've got some examples as well, although they do not correspond with any group of students...

A) Well I have some that are done with a first go through. Their writing is fairly clear, and they have steps that could be followed. They need to go back through their writing and re-read, thinking about what their student would think. I am going to have them read with a partner as well, and have the partner give them feedback on what is fuzzy, and where the writing was really clear. This will entail some post-its for feedback, and a bit of acting. I need to model this (and have a plan for it!).

B) There are some still writing, but it needs clarity. The writing needs more specificity, and isn't quite finished yet. They also (not all) need to go back through, like the first group, and make sure they have all the steps and that they are not a muddle of 5 steps in one.

C) I've got another set that needs some guidance in getting to a topic that might be a bit better for this type of writing. Broader topics aren't as well suited, as much as we like them. Could I write a How To Run a Marathon book? Yeah, I guess. I do know how to run, and I have run marathons. But it would be about 100 steps, and some include finding shoes and self-diagnosis of injury. Best steer clear. So I need to help them get back on track...

So tomorrow I have a half hour, not much time, as we have shuffled our lineup around. I plan to do a quick demonstration with a student to help show that we have great ideas, but that we need clarity. Even when we think we are done, there is work to do! It should be engaging, funny, and get the point across ("Oh yeah, I needed to tell them that!"). My plan is also to quickly demo how I, as a partner, would give feedback to that student. Then I am going to set them off, and I am going to pull my broad topic folks and steer towards a more specific topic. I have a few examples, as well as a 1000 page How To Run book I am going to show them to get my point across.... the idea is to tell people how to do something that we know really well, and is really specific (not How to Play Soccer... but How to Kick a Soccer Ball, etc). I am excited by some of the topics though! Should be great when we share. Tomorrow, as the last picture shows, is about getting back on our feet!

Thursday, February 5, 2009

There's No Whining In Teaching!

I'm a distance runner. I run marathons, and run everyday. While running isn't always enjoyable, I've learned to tolerate the act, believing that the hard work will ultimately pay off in becoming fitter (and a faster time). I put quite a bit of time in, often over 10 hours per week in running along (not counting stretching or icing), and it certainly isn't easy. I've tried going the route of running less, cutting corners a bit, but it hasn't worked for me and I just ended up irritated for my own stupidity. I could complain about the work I need to do, but it isn't worth it. I've moved myself to a place where I understand the problem before me.

Running? On an education blog? Thanks for sharing, right?! Well I see the two as highly correlated. In our learners we need to move them to a point where they are interested. If they aren't interested, we get stuck on the complaining. "But we already read that?" and "Do we have to?" are familair refrains. Moving learners to a point where they want to learn, and are engaged in the process is very important.

I think about this in the context of teacher education as well. Whether aspiring teachers (like myself), or professional development, people need to be invested in the process. Teachers need to be actively engaged in their own learning, otherwise why are we doing it? Who does it help to go through the motions or to simply "show up"? No one said teaching would be easy. We don't want to reinvent the wheel, but we do want to push the profession forward. When will the leap happen to a place of active engagement?

Wednesday, February 4, 2009

What I Learned!?

I learned that I really like science and math. I find them to be easier to wrap my brain around, maybe because they are concrete. These content areas also happen to have guides that give me concrete examples of what can be done. What gets me is following along without making the necessary adjustments to get the lesson to work in your classroom.

I learned that I want my kids to read for pleasure. I need variety in my reading block of time, and I want kids to be practicing reading books that they want to read. Reading can go in many different directions, and can also be structured in a myriad of ways. I have some ideas for how I want to structure my literacy block.

I've learned that you need to be ready for anything, including teaching the next lesson in the series. I made the mistake of getting a project started in writing, but not thinking of step numero dos. What is the next step in the how to writing? I got them started, I got them engaged... Now what?!

Piggybacking... I've learned that the teacher's job is never done. I've photocopied the writing from our writer's workshop, and am going to make a determination of where the students need to go to have a how-to book that works.

Monday marks the first day that I will submit my Memoir Monday to Two Writing Teachers. You don't get better at teaching writing unless you practice it yourself. I can't wait!

Monday, February 2, 2009

Reading to others

I've been thinking about reading instruction lately. Well I've been thinking about many things, and reading instruction is one of them, alas I digress. One of the ideas I have been thinking about is how to get kids to read to their peers using heterogeneous groups. We use fairly homogenous groupings now, and the students partner read to someone in the same group. This is helpful if the students follow along, giving the reader a bit of a safety net if they stumble.

Well one 3rd grade class in Michigan has their 3rd graders reading to pre-schoolers. How cool is that? The only downside is that it is an after-school club, but the upside is that 15 of 21 participated. Two things are missed in the article though. 1) I am not sure the principal is right when she states that child readers read better when they read aloud, and 2) this also provides literacy time to students who need experience with it prior to school. Kids need literacy experiences prior to school, and otherwise come in missing some of the prior literacy knowledge of their peers. This not only gives preschoolers role models, which the article points to, but it gets kids reading for purpose too!

Sunday, February 1, 2009

Teaching Writing

Monday marks my first attempt at teaching writing. I am REALLY excited about it. Lately I've been reading a series of writing books authored by Lucy Calkins, and I am excited about trying my hand at guiding students in the writing workshop. It also happens to be the first time that I am officially observed this quarter. I'm less worried about the observation, and more worried about getting the kids to where I want them to go...

We are going to create our own How-to books. They've been exposed to this type of writing already, and have an idea of how the process works. This will be their first chance to write their own book, and teach their peers something that they know how to do. Originally I was going to have them record these books as part of a podcasting series, but I am going to hold off on that until the spring. I'll post some of my technology integration ideas in the next few days... I see some interesting ways that I can integrate technology and change the audience that the students are writing for....

...I'll also post my objective, instructional strategies, and assessment later today.