While I am the first to admit that I didn’t go to all of the sites listed in this article, I appreciate that the author did some research and names sites where teachers can find resources utilizing arts education. My only gripe about having a plethora of websites is the way they were listed. It would be more user friendly to have this information in list form. Lots of the websites are fabulous.
I like that the author believes that arts should be integrated across subjects. As an English Language Arts teacher, I try to integrate art or discussions connecting literary works to art in my classes regularly
This chapter was one of the best in the text. Because we live in rural Maine, access to famous works of art can be limited. There are immense access and equity issues when it comes to art in Maine Schools. That being said, in Maine there are programs available via Colby College and The Farnsworth that help teachers bring students to the works of art at their sites. Although there is really nothing like looking at actual works to really understand the depth, breadth, or sheer size; looking at the actual works is not always an option. The internet can open the world of art to our students in ways that were once inconceivable. You can go to the Louvre or MOMA (and many other art museums) without leaving your classroom.
Saturday, March 28, 2009
Tuesday, March 24, 2009
Chapter 7 TPCK Math
When I think of math I grumble a bit. I always did well in math in school, but I felt it was because I could follow directions with ease. I could find the answers, and I understood the processes for the most part. The difficulty was in the fact that math was boring. Nothing and no one ever made it interesting, intriguing, or engaging. If we had had more access to technology, it may have been better. I think it really does depend on the teacher when it comes to math (for me). I could have had the most bland, dry English teacher in the world and been excited because the subject is fascinating to me. Math, on the other hand is not something I am drawn to. Because of this, I especially appreciate a creative math teacher. I wish the technology mentioned in this chapter had been used in my math classes. I certainly would have been more engaged with my mathematics education if it had been.
This chapter touched on the use of calculators. I happen to be a huge proponent of calculators as they expedite work, but I know that many people don’t agree with me. I have found that people who argue against the use of calculators oftentimes argue against the use of computers in the classroom. These people believe that students must know the basics, and that technology is a waste of time.
This chapter touched on the use of calculators. I happen to be a huge proponent of calculators as they expedite work, but I know that many people don’t agree with me. I have found that people who argue against the use of calculators oftentimes argue against the use of computers in the classroom. These people believe that students must know the basics, and that technology is a waste of time.
Chapter 9: TPCK Science
“Discussing TPCK in general, or science knowledge in general, is not especially helpful. TPCK is made up of very specific knowledge that happens to live in the boundary between subject matter and teaching. Technology adds a layer of complexity to the demands on teacher knowledge because of the unpredictability of what will be available, and how it will change over time.” (McCrory 204).
I especially appreciate this quotation taken from the reading as it encapsulates my thoughts on technology. I feel like technology is evolving so rapidly that as I learn more, I only truly learn that there is much more out there. Students are initially engaged and excited with new technology, but this engagement can quickly turn to boredom. I feel like part of this is due to the world of instant gratification we live in.
“We need to teach teachers as we wish them to teach.” (205)
This is another quotation that hit a note with me. Some veteran teachers in our district (in all districts) have never been exposed to technology in the ways that younger teachers have. I feel that teachers should be encouraged to take courses that have at least a partial focus on technology. If they do this, then they will be forced to be more comfortable with technology.
I especially appreciate this quotation taken from the reading as it encapsulates my thoughts on technology. I feel like technology is evolving so rapidly that as I learn more, I only truly learn that there is much more out there. Students are initially engaged and excited with new technology, but this engagement can quickly turn to boredom. I feel like part of this is due to the world of instant gratification we live in.
“We need to teach teachers as we wish them to teach.” (205)
This is another quotation that hit a note with me. Some veteran teachers in our district (in all districts) have never been exposed to technology in the ways that younger teachers have. I feel that teachers should be encouraged to take courses that have at least a partial focus on technology. If they do this, then they will be forced to be more comfortable with technology.
Leadership Blog Two
To me, Lisa is a clear leader in our school. She is department coordinator of Modern Languages and plays an integral role on the technology committee. She utilizes technology in her classroom and makes sure we all have access to technology via her role in the technology committee. Since I started working at Mt. Blue I have looked to her as a leader. It is interesting for me to have our roles reversed in some respects.
It’s funny, because I thought “leading” a leader would be more challenging. My fear was that Lisa would be so used to leading that she may have trouble when not in that role. My fears were allayed immediately. Lisa has been comfortable taking on the role of a passenger on this journey, and I am thankful for this. Our personalities are compatible. We’re both fairly laid back and accessible, but we also have clear goals and high expectations for our students. Collaborating with Lisa has been simple so far. I almost feel a bit guilty because the meeting and collaboration process has been so straightforward as I know this is not the case for everyone in our cohort.
It’s funny, because I thought “leading” a leader would be more challenging. My fear was that Lisa would be so used to leading that she may have trouble when not in that role. My fears were allayed immediately. Lisa has been comfortable taking on the role of a passenger on this journey, and I am thankful for this. Our personalities are compatible. We’re both fairly laid back and accessible, but we also have clear goals and high expectations for our students. Collaborating with Lisa has been simple so far. I almost feel a bit guilty because the meeting and collaboration process has been so straightforward as I know this is not the case for everyone in our cohort.
Tuesday, March 17, 2009
Chapter 10: TPCK in physical education
I feel like this chapter spent a great deal of time focusing on content knowledge in physical education. It is as though the author felt that the reader needed to be reminded that physical education is a class. Actually, I guess I sort of did. I had never really thought about the challenges that arise when assessing a student in physical education until reading this chapter. Kelly also notes that data can be gathered to evaluate (assess) student performance. Physical education teachers have lots of students to track. The cost of the equipment for gathering this evaluative material can be huge. In districts like ours where the laptop initiative is implemented, the cost is as big an issue.
The author gives me insight into the difficulties of assessing in a physical education course. While it is obvious to me that physical education teachers can use videos to assess, it is refreshing that the author makes note of student motivation. Students are more motivated when they have instant data and feedback.
I feel like TPCK is more difficult to find in physical education. I wonder if it would have helped to focus on health education a bit.
The author gives me insight into the difficulties of assessing in a physical education course. While it is obvious to me that physical education teachers can use videos to assess, it is refreshing that the author makes note of student motivation. Students are more motivated when they have instant data and feedback.
I feel like TPCK is more difficult to find in physical education. I wonder if it would have helped to focus on health education a bit.
Chapter 3: TPCK in K-6 literacy education
An entire section of a paper I co-wrote last semester was dedicated to ICTs and how the definition of literacy is changing. Literacy used to refer to the ability to read and write, and though the more current definition still envelops that old one, we now (and for a while) have literacy connected to technology. Students (and teachers) not only need to learn to read from left to right, but they need to read webpages that are multi-layered and filled with hyperlinks. Reading these can be like reading the mind of the creator.
My concern is that literacy has become synonymous with reading education. While this may be true (in part) at the elementary level, it is certainly not the case once students begin moving from teacher to teacher (usually around middle school). At middle and high school levels teachers are more apt to say that teaching reading should be left to English teachers. Mt. Blue is in the throes of a literacy initiative that started this year. The goal is to hold all teachers accountable for the literacy of our students. Actually, the accountability isn’t really here yet, but the message is out that we all need to start making sure our students are being engaged with literacy strategies.
The product software noted on page 70 is interesting, and I’ve noted the mention of ReadWriteThink as I sometimes use this resource. Others are worthwhile as well.
My concern is that literacy has become synonymous with reading education. While this may be true (in part) at the elementary level, it is certainly not the case once students begin moving from teacher to teacher (usually around middle school). At middle and high school levels teachers are more apt to say that teaching reading should be left to English teachers. Mt. Blue is in the throes of a literacy initiative that started this year. The goal is to hold all teachers accountable for the literacy of our students. Actually, the accountability isn’t really here yet, but the message is out that we all need to start making sure our students are being engaged with literacy strategies.
The product software noted on page 70 is interesting, and I’ve noted the mention of ReadWriteThink as I sometimes use this resource. Others are worthwhile as well.
Tuesday, March 10, 2009
Leadership Blog One
March 6, 2009
Lisa and I met today to discuss our integrated unit. We’ve sort of talked about working on something like this for years. Talking about Latin American literature with her is great as her perspective on it is one of a Latina. We both have a lot going on, but we’re giving this a shot, and are even really going pilot this unit (or at least some of it) this year. It’s easy to get excited and just jump in, but we’re going to wait until quarter four to start the unit. We’re going to start with honors students before going for it next year. My fear (initially) was that we would end up taking on too much, and I think this still might be the case, but I am going to pare it down a bit and just get at the core for this presentation and product. I am planning on having other assessments (some large) embedded within the unit (eventually).
We want to discuss how the translation shifts (or does not shift) the meaning of a text. Lisa’s class is going to translate the text that my students have analyzed for figurative language.
It’s difficult to think of both a product and a performance that both classes can utilize. I think we talked it out really well, and I’m going to be making some clear revisions to the integrated unit and the performance task. We’re now thinking of creating a class wiki and scoring online discussions of themes noted in the text. We’re planning on having students discuss cultural differences connected to pride, family life, immigration, family roles, poverty, gender roles, self-esteem, and the role of words. We will be assessing their written work/responses.
I will still include vignettes and figurative language as part of the assessment for my students, but we thought it would be too difficult for Lisa’s students to do this as well because Spanish is not their first language. These vignettes will also be posted to the site
So I’ve written lots about what we got out of the meeting (because it was so productive), but the leadership role I played in this was also essential. I think of myself as a collaborative leader and working well with others is certainly one of my strengths. I initially gave a little presentation of expectations and ideas before asking lots of questions about what Lisa thought. She, in return, gave lots me lots of feedback. I took notes as we bounced ideas back and forth. The meeting was more like a conversation than anything else. I feel like that is how I lead. I gently prod for information by asking probing questions. I engage in conversation, but don’t do so to hear myself speak. I really listen and take suggestions.
Lisa and I met today to discuss our integrated unit. We’ve sort of talked about working on something like this for years. Talking about Latin American literature with her is great as her perspective on it is one of a Latina. We both have a lot going on, but we’re giving this a shot, and are even really going pilot this unit (or at least some of it) this year. It’s easy to get excited and just jump in, but we’re going to wait until quarter four to start the unit. We’re going to start with honors students before going for it next year. My fear (initially) was that we would end up taking on too much, and I think this still might be the case, but I am going to pare it down a bit and just get at the core for this presentation and product. I am planning on having other assessments (some large) embedded within the unit (eventually).
We want to discuss how the translation shifts (or does not shift) the meaning of a text. Lisa’s class is going to translate the text that my students have analyzed for figurative language.
It’s difficult to think of both a product and a performance that both classes can utilize. I think we talked it out really well, and I’m going to be making some clear revisions to the integrated unit and the performance task. We’re now thinking of creating a class wiki and scoring online discussions of themes noted in the text. We’re planning on having students discuss cultural differences connected to pride, family life, immigration, family roles, poverty, gender roles, self-esteem, and the role of words. We will be assessing their written work/responses.
I will still include vignettes and figurative language as part of the assessment for my students, but we thought it would be too difficult for Lisa’s students to do this as well because Spanish is not their first language. These vignettes will also be posted to the site
So I’ve written lots about what we got out of the meeting (because it was so productive), but the leadership role I played in this was also essential. I think of myself as a collaborative leader and working well with others is certainly one of my strengths. I initially gave a little presentation of expectations and ideas before asking lots of questions about what Lisa thought. She, in return, gave lots me lots of feedback. I took notes as we bounced ideas back and forth. The meeting was more like a conversation than anything else. I feel like that is how I lead. I gently prod for information by asking probing questions. I engage in conversation, but don’t do so to hear myself speak. I really listen and take suggestions.
Sunday, March 8, 2009
Chapter 6 Social studies and TPCK
Lots of things that can be used in social studies, are also resources that can be used in the English Language Arts classroom. I appreciate that Lee reports on multiple resources, and I looked up the ones I hadn’t heard of. The archival class projects were of particular interest, though I would like to note that while Lee states they are all high school history projects, the last two mentioned were actually completed for high school English courses. While his statement was erroneous, it just verifies my initial statement--resources between English and history classes can be shared. One of the projects has been ongoing for 15 years and is a history/technology elective that seems very cool and rich. I couldn’t find the Cherokee Digital History Project that Mr. Lee wrote about in a 2004 article and mentions again here. The chapter also touches on project based learning as well as problem based learning, both of which are of particular interest to me.
This chapter is well organized and thorough. Though I didn’t necessarily “learn” lots of new information, it was nice to see social studies TPCK broken down in such a manner. Something else worth noting is the issue of intellectual property and plagiarism that Lee raises. I feel as though I constantly need to check for plagiarism and ask students to cite cite cite. Even then, I still have at least one instance of plagiarism a year. Students have a difficult time recognizing that things posted online aren’t to be cut and pasted (not even pictures) without citing an original source. I wonder if this stems from our youtube, limewire, hulu, flickr society where you can watch and share music, television, videos...(do I really need to list it all) for free. I find myself answering the question “I can share it and view it for free, why can’t I just print it and call it part of my project?” multiple times throughout the year.
This chapter is well organized and thorough. Though I didn’t necessarily “learn” lots of new information, it was nice to see social studies TPCK broken down in such a manner. Something else worth noting is the issue of intellectual property and plagiarism that Lee raises. I feel as though I constantly need to check for plagiarism and ask students to cite cite cite. Even then, I still have at least one instance of plagiarism a year. Students have a difficult time recognizing that things posted online aren’t to be cut and pasted (not even pictures) without citing an original source. I wonder if this stems from our youtube, limewire, hulu, flickr society where you can watch and share music, television, videos...(do I really need to list it all) for free. I find myself answering the question “I can share it and view it for free, why can’t I just print it and call it part of my project?” multiple times throughout the year.
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