Welcome to the 2014-2015 school year, one that began shortly after seeing my first bald eagle. Why would that be significant? I go into the year teaching history for the first time directly in twenty years. Though I am teaching world history, and pre-history, the bald eagle, espied near Mt. Lassen, is a symbol that rings strongly in my soul, for our country, our children and our future.
Now, post sixtieth birthday, I've become more reflective on my practice as an educator, something that I want to model for my students and my own children. I want to take risks as a classroom teacher, while maintaining an environment conducive to learning; a safe place for students to be creative while they learn.
The first big risk will be to create an ongoing opportunity for my students to role-play characters of their own creation, immersed in the time frame of our study. This role-play will encompass both history and language arts as part of not only the Common Core standards, but also the vision and mission of our school district, the NETS (National Educational Technology Society) standards, and the NAEA (National Arts Education Association) standards.
The role-playing will be designed to answer essential questions: "How do humans change?" and "How does language captivate?"
Sunday, September 14, 2014
Saturday, January 18, 2014
Collaboration in a technology rich environment
I teach elective classes in a middle school, grades 6-8, that tend towards project based learning. With the new common core looming in the immediate future, how can we who are sometimes considered on the periphery, or extra, become more involved in the implementation of the common core?
• Paralysis by reflection
More reading and writing is going to become prevalent in history, science and language arts, particularly around reference texts. Narrative is emphasized less in the new standards. Many teachers are responding to the need for more language arts with reflections on learning, a facet of the new common core as well.
CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teachers like me, who teach classes where creative products are central to student learning, are being asked to use the reflection method to show evidence of learning, and writing. At our site, I am the only electives teacher with a degree in English, whereas most art and music, physical education as well, are not trained to assess writing. How can we balance this and keep the response to creativity authentic and meaningful? I was disappointed in my students' reflective response on a recent project, and realized, it is not them, it was my prompt to blame.
• Commentary over time
One way to build in reflection, without calling it that (students smell a reflection a mile away), is to create an opportunity to show growth over time. As students draw, or film, or work in a music editing application, stop them, and have them take a screen shot, or use a cell phone to capture their progress. Do this periodically, a couple of times a week until it becomes routine. Ask students to share their feelings about their progress with each other in small groups, showing evidence with their series of images/recordings. This elicits a more honest appraisal, and a chance for students to take risks and learn from mistakes, exercising the "grit" muscle that is all the rage in education today.
• Passion
What do you like about your work? Students enjoy being creative, and often don't get a chance to talk about their passion. Why not give students more of an opportunity to be passionate about why they are doing something creative, or recognizing the skill and creativity of their peers? Again, with evidence available over time, students can cite specific instances of where there "ah-ha" moments happen. And, of course, it doesn't have to be in writing. Recording a short video or audio statement; or interviewing a peer, or you as a teacher recording and documenting a small group discussion of laudatory commentary is equally effective.
In the image here, I was trying to incorporate both texture, and layering using Adobe Photoshop Elements working in parallel with my students. I scanned around the image looking for sections that I really liked, and took screen shots of them. I then intend to rework these three shots more with additional layers.
• Paralysis by reflection
More reading and writing is going to become prevalent in history, science and language arts, particularly around reference texts. Narrative is emphasized less in the new standards. Many teachers are responding to the need for more language arts with reflections on learning, a facet of the new common core as well.
CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teachers like me, who teach classes where creative products are central to student learning, are being asked to use the reflection method to show evidence of learning, and writing. At our site, I am the only electives teacher with a degree in English, whereas most art and music, physical education as well, are not trained to assess writing. How can we balance this and keep the response to creativity authentic and meaningful? I was disappointed in my students' reflective response on a recent project, and realized, it is not them, it was my prompt to blame.
• Commentary over time
One way to build in reflection, without calling it that (students smell a reflection a mile away), is to create an opportunity to show growth over time. As students draw, or film, or work in a music editing application, stop them, and have them take a screen shot, or use a cell phone to capture their progress. Do this periodically, a couple of times a week until it becomes routine. Ask students to share their feelings about their progress with each other in small groups, showing evidence with their series of images/recordings. This elicits a more honest appraisal, and a chance for students to take risks and learn from mistakes, exercising the "grit" muscle that is all the rage in education today.
• Passion
What do you like about your work? Students enjoy being creative, and often don't get a chance to talk about their passion. Why not give students more of an opportunity to be passionate about why they are doing something creative, or recognizing the skill and creativity of their peers? Again, with evidence available over time, students can cite specific instances of where there "ah-ha" moments happen. And, of course, it doesn't have to be in writing. Recording a short video or audio statement; or interviewing a peer, or you as a teacher recording and documenting a small group discussion of laudatory commentary is equally effective.
In the image here, I was trying to incorporate both texture, and layering using Adobe Photoshop Elements working in parallel with my students. I scanned around the image looking for sections that I really liked, and took screen shots of them. I then intend to rework these three shots more with additional layers.
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