Question A - I think technology used in education is a must. Students are already using it in some form so why not integrate it with learning. Education will also be more appealing to them which will entice them participate.
Question B - The rotation station would help the teacher and students will in smaller groups, giving the teacher a better idea on which students need extra support. Flipped classroom could also help students learn on their their own using technology and then show the teacher what they learned when meet as a whole group.
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Question #1 - Why do so many students describe their educational experiences as boring?
I believe students may say their education is boring because they’re taking courses that are not of their interest or see as irrelevant. I do like the idea of real work in the real world of this chapter. In my district we could get the community more involved. Students can list their interests and then we can match those interests with what is available in our community. It would be interesting to do a survey and find out what career is trending amongst our high school students. Using the advantage of technology, we can also do get students to do a virtual interview and job shadow a professional in any part of the world. How fun would that be! There are countless ways to incorporate the 4Cs into this arrangement and still be student-centered. Question #3- Tell about a time when you (as a student or a teacher) were working on or teaching an assignment that you now realize was “fake real.” I disagree that “fake real” assignments do not get students engaged and therefore not learn. In high school, we were learning budgeting and were asked to plan for the wedding of our dreams (during the 80s). We were paired and there was no budget unless the couple chose to have one. We were required to make real phone calls to get quotes for limos, food, dress, venue, etc. Through this activity, my partner and I practiced 21st century skills such as research, math, communication, collaboration, flexibility, literacy for information, creativity, and critical thinking skills. My partner and I had many differences but we worked it out. It was an amazing assignment. Although no one was getting married in our senior year of high school (100% fake real), we were engaged and enjoyed that class comparing and sharing ideas. For me, this activity was interesting because I had attended numerous weddings but was unaware of all the work that goes into such a significant life event. I also knew that one day I would marry, so it was relevant to me. I used the same skills 4 years later! Therefore, I would not rule out all “fake real” assignments especially if it has to do with real life experiences in the student’s adult life. Questions #1- Imagine you’ve found out that a kid you know is really interested in astronomy (or cooking, or video games, or fashion, or baseball, or music, or police work, or whatever). How would you help her go into depth in this area? What might she learn by exploring her interest more deeply?
I would ask probing questions to get the student more curious and motivated to research that topic. In addition, incorporate and teach literacy skills which involve media and technology about researching since not everything presented on the internet is credible nor accurate. I would also have the student contact a person who is already in that career to ask for the opportunity to volunteer, job shadow, and interview to ask pending questions. The student may learn more about themselves and preferences while doing the research which may have different outcomes - the student will continue to pursue that interest or explore other options. I would like to know why The Met didn’t allow Mara (pg 99) to pursue her interest in cosmetology, since this chapter is all about letting student’s follow their interests. Question #4 - Did you save any of the papers you wrote for school? Why or why not? That’s one regret I have. I never saved any physical papers from high school nor was I encouraged to do so by family or teachers. This was not a practice I saw from anyone in my culture. I specifically remember doing a paper about the desert, doing research, taking notes on index cards, and spending late nights working on it. This paper led to many other great essays. I earned a B on it and I was ecstatic! I worked so hard on it and felt proud of my accomplishment. I’ve shared my experience verbally with my children but it would have been more meaningful if I’d kept it. I’ve learned from this mistake and encouraged my children to save some of their papers. Yes, they chose the ones that covered their interests. The Ladder of Inference activity was the most impactful and useful to me. The ten minutes for each section went by fast since our group was actively engaged and had a lot to share. We came to a consensus that our schools need to improve the culture to make all students feel accepted, safe, and valued. Chapter 3 gave great examples of the Met's atmosphere and culture. My only objection is they have way less students than our high schools so they're able to provide personalized education and attention with greater success. However, that doesn't take away the urgency to make our schools student-centered. Our group was able to come up with excellent ideas to shift our schools towards 21st century learning. Some listed were the following: to having better communication with parents, make resources readily available to parents/students, teacher and parent trainings, and discipline options. In my district we have some of these in place but can improve them to create a more inclusive culture to promote learning, knowledge, and application for the benefit of all our students.
Question #1 - Are there any situations in life where “one size fits all”?
Not to my knowledge! This has proven to be incorrect especially in education. I like how the author uses the illustration of doctor getting everyone together because they have similar symptoms and then gives the same medical prescription to all. I would definitely run. While reading this chapter, it came to my mind how in special education we develop an individualized educational plan (IEP) for every student, and it can’t be shared or copied for another student. That’s a big No No. It would take away is purpose of being individualized. This would be similar as to what is used at the MET. Every student has different needs and goals so why not make their education journey unique to them. As much as I agree, I believe the approach seems easier to accomplish at smaller schools but would love to see it implemented at larger sites. It will take convincing to change what has been done for decades. This is definitely a moment to establish a growth mindset with staff and teachers in order to establish 21st century learning - student-centered learning. Question #5 - Tell about a time when you were in school and your learning matched your interests. How was that experience different from times when your learning didn’t match what you were interested in? The question takes me back to my college prep English teacher in high school. She was phenomenal and just recently retired. I was interested in everything she taught, from letter writing, reading novels, to giving speeches. I was fascinated not only what she taught but how she did it. English was not my strongest skill, so I was interested in learning more. Now, in retrospect, that class should not have been my 1st period class; my next teacher was exactly the opposite. I had history after English and it was excruciating. At that time, history was anything but interesting to me. That experience made me dread going to her class. I feel terrible now because she was probably covering interesting history facts. If you ask me what I learned in her class, I will say ‘nothing’ but ask me what I learned with my English teacher and I can give you a list. This proves that student centered learning is what drives the process of learning and knowledge. Yes, students’ interests should be considered when creating their class courses. Question # 2- How could a school go about showing its students that they are trusted and valued members of the school community?
Students thrive when they feel loved and valued! My comments are based on what I see in my district. Our high schools have some activities in place to show trust and value such as the welcoming committee made up of seniors to welcome Freshmen, diversity is celebrated in the quad area, and seniors are allowed to leave campus for lunch. The author shared what they do at the Met and most could easily be applied at our district without needing resources- all staff greeting students, having older students talk to the minor ones about drugs, graffiti, or bullying, and having them do the cooking instead of paying a caterer. All schools can improve in getting to know students at personal level. I agree with the author in asking why students are not included in selecting curriculum. That inclusion would make their interests and input valuable. Treating students with respect will always leave a lifelong impression and costs nothing to implement but some teachers lack this skill and should be taught in PLCs or trainings. Students could also get that training so they can show respect to each other and feel safe at school. No student should ever feel disrespected. With collaboration and creativity, I can see us moving towards having a culture where everyone feels valued regardless of differences. It will come with challenges especially at our large sites, but even small changes will have a positive effect on our students. Question #4 - Think of a story you know about the various “communities” in your life: your school, your neighborhood, your workplace, or even your family. What does that story reveal about the community’s culture and values? I’m thinking of a student who was crying because he couldn’t make friends at his high school after they returned to in-person instruction. He was able to communicate his emotions at his IEP meeting of which the team members praised for self-advocating. Sadly, his story is not unique. All humans have the need of human connection but people in our community are not responding to those reaching out for such relationships. That’s disappointing whether it happens in our neighborhood, workplace, school, and even with family. This issue became more apparent when the pandemic hit. Some people are content being anti-social, afraid to make connections, or simply do not know how to build relationships. This story reveals how our school community is lacking 21st century learning. In this student’s case, he needs to learn how to use critical thinking skills to solve his issue– where and how can I make friends? Should I join a club, try out for sport, make small talk during lunchtime, or get a classmate’s contact information? We need to make students feel they are valued by acknowledging their emotional needs. In addition to critical thinking, he would benefit from Social and Emotional Learning manage emotions and establish and maintain healthy relationships. Ken Robinson's video was significant to me. Our district has a large number of students qualifying under Other Health Impairment (OHI) because of ADHD. The majority of these students are smart and capable of learning in a regular classroom but their behaviors often impede their learning or have erratic and dangerous behaviors which do warrant the use of medication. I disagree with him on that point. Nonetheless, I will NEVER suggest a parent to put their child on medication although I have seen the wonders the correct dose has done for child.
We still need more change to happen in our special ed classrooms. Teachers are hesitant to teaching 21st century skills in our special education classrooms. More training and modeling should help them in teaching the 4 Cs - critical thinking, communication, collaboration, and creativity. It is possible; I've seen teachers with the right mindset do it with much success. I also taught these and it was rewarding to see my students apply such skills in my class. I recently spoke with a former student who graduated this year, who remembered participating in our 7th grade classroom play. He has ADHD and did great as Romeo! Yes, Ken is correct in saying the Arts is a good outlet for students with ADHD. I would like to learn more in depth about ADHD in children and the research behind it. Why is it so prevalent in our country? It's making a notable and negative impact in their education. The Big Picture – Chapter 2
Question #1 – How should we be preparing kids for the real world? What is the real world anyway? Can you identify some real-world skills or knowledge that every child should learn or know? I think it’s important to get students involved and included in the adoption of curriculum. It would be interesting to see what they would be like to learn or see as applicable. They understand the real world better to some extent because of their use of social media and internet skills. They are so much more connected to the whole world. Currently the real world continues to be technology, moving towards Artificial Intelligence in many fields but students also face many conditions which are grim such homelessness and unhealthy mental issues. The chapter does mention kids are resilient, which I agree, but still, they need to learn the skills to overcome such conditions. I mentioned psychology before because of the all the poor mental health many students are experiencing personally or someone they love is going through that hardship. Other real-world skills necessary are social skills such as learning to respect boundaries, how to interact and speak with customers, showing what kindness looks like, and so many more. These skills will help them be good citizens and keep service jobs. Business skills can also be beneficial for those who would like to go open a virtual store or sell items on the internet. Students should also have knowledge of using the internet appropriately. Some are using some sites that will get them into bad habits that will later hinder their ability to get a job or continue their education. Question #6 – Why do you think kids drop out of school? If you have known a high school dropout, what was his or her experience after leaving school? What do you think needs to change in the way schools and society deal with dropouts? From my experience, I hear many factors contribute to students dropping out. Some of the reasons I hear in my district are: I have to work to help my parents, I didn’t have nice clothes, school is not for me, my girlfriend is pregnant, I don’t like the school, I don’t feel safe at school, and the classes are boring, etc. A student who was in 12th grade dropped out because he had to work to help his mom. He continues to work in McDonald’s the last time I asked about him. He needs to make up only 10 credits! I agree with the part in the chapter that states teachers and schools need to show sincere interest in the student and their family. If there’s a strong relationship between both parties, worries and issues could be solved without the need for the student to drop out. I my student’s case, if mom would have reached out to our high school office asking for resources to get assistance with food or housing, the parent liaison would have given her a list of resources in our community. On the other hand, if the school would have tried to contact parent more to see why he was missing so many days, they could have learned about their dire situation. Communication and interest should increase for our minorities since they are the ones who drop out the most. Our community can also make resources readily available to our families by communicating with our schools to see if there are families they can reach out to. This question makes me reflect on the saying “it takes a village to raise a child”. It is exceptionally true; yet you hear people say - that’s not my child. We can’t force anyone to do what is not in their heart to do and unfortunately this attitude sets back the opportunity to become united for a common cause. Question#2 – How would you define the difference between “learning” and “knowledge”?
These two concepts are different yet should connect at some point. Learning is the process of using your thinking capabilities when gathering information about a topic, concept, or idea. Knowledge comes thereafter when a person understands the “why” after the learning process takes place. I believe they are equally important. Learning should be fluid and therefore be continuous just like water flowing down a river. The flow may slow down at times due to some barriers such as rocks and branches, but it can find its way to continue to flow as it works around the obstacles. Students too will come across complications that may impede their “flow” of learning. It’s true that we mostly hear “knowledge is power”, however, how The Met says “the use of Knowledge is power” impacted me. Knowledge also needs to be fluid to be powerful and it becomes so when we use our knowledge to empower ourselves and others. If our learning and knowledge are stagnant, like still water on the side of a river, they hit a dead end with no place to go becoming useless and wasteful. I understand the 'use of Knowledge' to be the "application" component to education but I didn't see this reviewed much in this chapter. First comes learning, next knowledge, and then application. When you apply knowledge, it's more likely to have an impact in your education experience and that of others especially if you're a teacher. I hope to see this component discussed in later chapters as application contributes to the big picture of education and life itself. Question #3 – What is your reaction to Dewey’s statement that “education is not preparation for life; education is life itself”? My first reaction was disagreement but after reading it a few times and came to the conclusion that this statement depends on the reader and their experience. This brought me to writing about two perspectives. First from my mother’s perspective who did not get formal education and from me who attended K-12 and higher education in this country. My mother was not provided the opportunity to attend formal education in Mexico due to cost and distance of the nearest school. In her case, education became life itself. She acquired life skills as she grew. She learned to use money with the help of her uncle and was sent to the store to buy necessary items at the tender age of 6. My grandmother taught her social skills such as respect, kindness, and honesty. With time, life responsibilities brought forth more education for her. She had to become responsible for her own household after marriage. The guidance or education of my grandmother, aunts, and caring female neighbors helped her fulfill the duties of becoming a wife and mother. As I see it, she had teachers all along educating her about life. For me, I believe education did prepare me for life to some degree. That would be the part of life involving education in high school then on to college. That is the education which brought me to where I’m now career wise. However, I must add that other life experiences have taught me skills that were not addressed in college such as purchasing a home, taking care of my children, and running a household. I was able to connect with people and friends that had gone through those experiences and used them as mentors. It's wonderful to see that teachers do not come only in the form of people in an education setting. So yes, life itself educates us along the way and formal education as well but with some limitations. The question - Where is your school? was an eye opener! I thought that most would say either 21st Century teaching or learning, yet I was wrong and surprised. Colleagues were saying many teachers at their school sites do not want to change from Factory School Model. There are many factors that may contribute to their resistance but change needs to happen. Schools also need to update the requirements for graduation and make earning a diploma meaningful to students. Not all students are alike no aiming for the same career choices, so how can we expect for all to take the same requirements. I believe there was a consensus in that all student should be taught life skills. Although it is mainly a course for students with disabilities, the content would be beneficial for all.
Although I do believe there should be a change to high school course requirements, the challenge will be to convince higher education institutions to accept changes. As it is, they are complaining students are going to them without the proper skills. Our higher education systems are also based on old practices. This will not be an easy task but there should at least be some dialogue to begin the discussion so stakeholders could generate ideas that will benefit students and their future. This is my first time doing a blog! It's exciting and fun but so much to learn. I hope to improve as the days go by. |