I'll admit this up front. I was unprepared for class today. We were asked to come in with our first draft of our Community of Learners assessment and I just... did not. Between starting the project, not entirely understanding what it was and then forgetting to finish it when I put it aside, I just didn't have it done for class to do. Luckily for me though, I was able to make this workshop class worthwhile due to having another colleague who hadn't completed the assignment either. Instead of reading each other's work and pointing out certain points for improvement, we instead got to have a brainstorming session that centered on what exactly we should write about. It turned out to be extremely useful.
Essentially, our main problem with this project was reconciling the assignment and the rubric. They did not really match up with one another and it caused a lot of confusion not only between us but amongst the class, as well. So this class spent with B, realizing what held us back and working around those obstacles really helped me distill what I should be writing about in my Community of Learners Assessment. It's not only part Fieldwork report but it's also a representation of what aspects of an ideal Community of Learners our Fieldwork school has. That is, it's a combination of what happened and what works about our Fieldwork placements.
In addition to a lot of discussion about general issues in the classroom, we also discussed next week's class and its focus on self-assessment. I still have mixed feelings about self assessment. It's very likely one of my least favorite things to do since I feel as if we're often our own worst enemies in terms of self-awareness but I will give it a shot as an exercise in reflection for next week. Let's see if my mind is changed.
Saturday, December 17, 2011
Friday, December 16, 2011
DBQ Lab & Meetings
Post for 12/8
It was a bit strange today being back in the role of the observer after the past few weeks of designing and teaching my own lessons but today was a good day nonetheless. All US II classes were assigned a two-day project in the computer lab at the school. Essentially, the idea was for students to build their own DBQ in the style of their CRT's. Students had to decide on a question to ask about the New Deal, hopefully one they would genuinely like to research, and find the appropriate documents they could use to support it using online resources like the Library of Congress or the National Archives.
There was, however, a problem with this assignment since I received a variation of, 'Hey, Mr. A -- what's the New Deal?' about 25% of the time in every class. This was disconcerting since Mr. D's classes had been working on New Deal policies for the past week. Some of this could be attributed to students being absent, some students needed only a brief reminder but others seemingly just did not understand what the New Deal was or why they were studying. Here's where I come in with the first criticism of my co-operating teacher and it pains me to do so because I admire him both as a conscientious teacher and as a person. For whatever reason, Mr. D's classes were just not prepared to do this project. I asked him what he had worked on earlier in the week and to make a long story short, Mr. D focused on the micro aspects of the New Deal. Students did a gallery walk reading different accounts on how the New Deal effected (or didn't effect) their lives, they worked on a project related to public works and another on Glass-Steagall. These are all incredibly important aspects of the New Deal era and any interpretation of it would be incomplete without knowledge of these policies and events. However, there was very little done outside of a brief mini-lecture on the macro sense of the New Deal. What it meant, why it was important and how it changed the country. Since it was presented as brief vignettes and concepts, the connection was not made that all of these things were part of what was called the New Deal. So when Mr. D asked his students to come up with a DBQ based on that they were not sure whether the New Deal was one or all of these things. That connection just was not made in class time at all. This to me was a reminder that it's important to remember the objective of the content and that it can change depending on what you're trying to teach. The micro can help make things more real and tangible but history in a macro sense is essential, as well.
In addition to this, R came to meet Mr. D and myself at MHS during Period 8 & 9. The meeting was positive and productive. Things are good and I hope all parties are happy with the current situation.
It was a bit strange today being back in the role of the observer after the past few weeks of designing and teaching my own lessons but today was a good day nonetheless. All US II classes were assigned a two-day project in the computer lab at the school. Essentially, the idea was for students to build their own DBQ in the style of their CRT's. Students had to decide on a question to ask about the New Deal, hopefully one they would genuinely like to research, and find the appropriate documents they could use to support it using online resources like the Library of Congress or the National Archives.
There was, however, a problem with this assignment since I received a variation of, 'Hey, Mr. A -- what's the New Deal?' about 25% of the time in every class. This was disconcerting since Mr. D's classes had been working on New Deal policies for the past week. Some of this could be attributed to students being absent, some students needed only a brief reminder but others seemingly just did not understand what the New Deal was or why they were studying. Here's where I come in with the first criticism of my co-operating teacher and it pains me to do so because I admire him both as a conscientious teacher and as a person. For whatever reason, Mr. D's classes were just not prepared to do this project. I asked him what he had worked on earlier in the week and to make a long story short, Mr. D focused on the micro aspects of the New Deal. Students did a gallery walk reading different accounts on how the New Deal effected (or didn't effect) their lives, they worked on a project related to public works and another on Glass-Steagall. These are all incredibly important aspects of the New Deal era and any interpretation of it would be incomplete without knowledge of these policies and events. However, there was very little done outside of a brief mini-lecture on the macro sense of the New Deal. What it meant, why it was important and how it changed the country. Since it was presented as brief vignettes and concepts, the connection was not made that all of these things were part of what was called the New Deal. So when Mr. D asked his students to come up with a DBQ based on that they were not sure whether the New Deal was one or all of these things. That connection just was not made in class time at all. This to me was a reminder that it's important to remember the objective of the content and that it can change depending on what you're trying to teach. The micro can help make things more real and tangible but history in a macro sense is essential, as well.
In addition to this, R came to meet Mr. D and myself at MHS during Period 8 & 9. The meeting was positive and productive. Things are good and I hope all parties are happy with the current situation.
Lesson Reflections
Post for 12/6
Today's class was useful because it again ended up focusing on the separation and eventually the potential disconnect between our strategies and activities. In a sense, it got us to reflect on the difference between teaching within the vacuum of our plans and the unpolished reality of a classroom, gymnasium or art studio.
What I found interesting for some of us in our group was that planning strategies were wildly different from my own. For example, some of our colleagues were simply given materials for their students' learning activities and asked to facilitate them. Maybe I'm biased but to me this didn't seem like it was the learning experience it could be. While it's useful to stand up in front of a class and practice class management, I think it might be more helpful to practice with materials and plans we've designed ourselves. Because in almost every other situation where we learn from experience, the bad experiences can often teach us more than the good ones upon reflection. That said, I wouldn't say that I crashed and burned with my lessons at all but I recognized where there's room for improvement and what I needed to do in later strategizing sessions. Recognizing shortcomings or earlier blind spots in an ideal world should help the strategizing time become shorter when we distill the basic points of what we would like to teach or know what we should expect from our students.
I also thought that this class session was pretty fun because we got to discuss different aspects of our schools, common issues that come up in different schools and the different challenges our schools face. In a peer review-type process, lesson reflection is seemingly really useful. We get to provide a kind of unvarnished interpretation of our own work, our schools and in return get feedback from bright people trying to work out similar issues in their own reflection. It's a process I'd like to do more of in the future. The workshop model of class work is really useful and can be especially powerful in the process of establishing our own teaching style and ideas.
Today's class was useful because it again ended up focusing on the separation and eventually the potential disconnect between our strategies and activities. In a sense, it got us to reflect on the difference between teaching within the vacuum of our plans and the unpolished reality of a classroom, gymnasium or art studio.
What I found interesting for some of us in our group was that planning strategies were wildly different from my own. For example, some of our colleagues were simply given materials for their students' learning activities and asked to facilitate them. Maybe I'm biased but to me this didn't seem like it was the learning experience it could be. While it's useful to stand up in front of a class and practice class management, I think it might be more helpful to practice with materials and plans we've designed ourselves. Because in almost every other situation where we learn from experience, the bad experiences can often teach us more than the good ones upon reflection. That said, I wouldn't say that I crashed and burned with my lessons at all but I recognized where there's room for improvement and what I needed to do in later strategizing sessions. Recognizing shortcomings or earlier blind spots in an ideal world should help the strategizing time become shorter when we distill the basic points of what we would like to teach or know what we should expect from our students.
I also thought that this class session was pretty fun because we got to discuss different aspects of our schools, common issues that come up in different schools and the different challenges our schools face. In a peer review-type process, lesson reflection is seemingly really useful. We get to provide a kind of unvarnished interpretation of our own work, our schools and in return get feedback from bright people trying to work out similar issues in their own reflection. It's a process I'd like to do more of in the future. The workshop model of class work is really useful and can be especially powerful in the process of establishing our own teaching style and ideas.
Wednesday, December 14, 2011
Further Reflections on Two Lessons
In this part of my reflection, I'm going to focus a bit more on the students themselves. While I spent a lot of time breaking down my own strategy, thinking process, learning process and shortcomings I'd be remiss if I didn't mention the students themselves.
I think I've mentioned before that MHS is wildly different from any school I've ever attended or even had close experiences with. Because of this unknown quantity, I went into this experience with some trepidation. This has almost entirely been wiped away at this point but while I feel like I have an experience deficit as an instructor, I also have an experience deficit in terms of the students.
To keep my philosophical ideas brief, I think it's good to have high expectations of students. I think it will force me to work harder and hopefully get students to take learning more seriously. That said, I feel like there's a negotiation at MHS between high expectations and realistic expectations that is frankly pretty frustrating for me. While many students work really hard and want to improve I feel like there's a pervasive culture of complacency among many students. Now this might simply be the fact that they're 15-18 years old. I remember doing well in school but at the same time putting in the minimal amount of effort it would take to get a B. So I think it's related that I not only have to have a good answer for "Why are we learning this?" and believe it. That belief needs to come through in every lesson and class. I want and need to teach with urgency. For whatever reason, this mentality gets me psyched up. In short, I feel like I've found a good fit with the challenges presented through this school. However, there are things that truly bother me about this pervasive complacency.
Classroom Behavior: Even if students are assigned a task and asked to participate and stay busy there's a distinct feeling of chaos in almost every class. Maybe it's just that I'm more sensitive to it in the position of teaching but there always seems to be movement, conversation and other general things that act as distractions.
Cell phones & Music: These are everywhere and also what I would consider a major distraction. Despite asking politely or warnings of punishment, students just ignore and text and talk constantly. In addition, lots of students have headphones in all day with music blasting. The common defense of allowing this behavior is "pick your battles." Again, maybe my expectations are too high in relation to reality but this is a non-negotiable for me and drives me absolutely crazy.
Group work: I went to schools that were clique-ish. I really understand the psychology behind it. Sometimes it's a matter of comfort, avoiding conflict or a conflict starter -- however, when put in groups it somehow always worked. We did what we were assigned and moved on with our lives and our particular groups. When I assigned new groups in Mr. D's class for Day 1 you would have thought I had cancelled Christmas. Loud complaints to taunts to outright refusals to work with some people happened in every class. It was truly amazing and concerning considering the fact that these kids live in a very densely populated area. Tolerance and group work does not seem to be something many students value.
Other than these issues, I find the students of MHS to be good kids and capable of a lot more than the status quo. That said, where does the motivation come from? It can't only be the teacher, or the school or the parents. At some point it has to come from the students themselves but I wonder what the best practices are from a teacher in this situation. I feel like I have a very good model in Mr. D but I have high hopes in building a community of learning. Just trying to figure out what to start with.
I think I've mentioned before that MHS is wildly different from any school I've ever attended or even had close experiences with. Because of this unknown quantity, I went into this experience with some trepidation. This has almost entirely been wiped away at this point but while I feel like I have an experience deficit as an instructor, I also have an experience deficit in terms of the students.
To keep my philosophical ideas brief, I think it's good to have high expectations of students. I think it will force me to work harder and hopefully get students to take learning more seriously. That said, I feel like there's a negotiation at MHS between high expectations and realistic expectations that is frankly pretty frustrating for me. While many students work really hard and want to improve I feel like there's a pervasive culture of complacency among many students. Now this might simply be the fact that they're 15-18 years old. I remember doing well in school but at the same time putting in the minimal amount of effort it would take to get a B. So I think it's related that I not only have to have a good answer for "Why are we learning this?" and believe it. That belief needs to come through in every lesson and class. I want and need to teach with urgency. For whatever reason, this mentality gets me psyched up. In short, I feel like I've found a good fit with the challenges presented through this school. However, there are things that truly bother me about this pervasive complacency.
Classroom Behavior: Even if students are assigned a task and asked to participate and stay busy there's a distinct feeling of chaos in almost every class. Maybe it's just that I'm more sensitive to it in the position of teaching but there always seems to be movement, conversation and other general things that act as distractions.
Cell phones & Music: These are everywhere and also what I would consider a major distraction. Despite asking politely or warnings of punishment, students just ignore and text and talk constantly. In addition, lots of students have headphones in all day with music blasting. The common defense of allowing this behavior is "pick your battles." Again, maybe my expectations are too high in relation to reality but this is a non-negotiable for me and drives me absolutely crazy.
Group work: I went to schools that were clique-ish. I really understand the psychology behind it. Sometimes it's a matter of comfort, avoiding conflict or a conflict starter -- however, when put in groups it somehow always worked. We did what we were assigned and moved on with our lives and our particular groups. When I assigned new groups in Mr. D's class for Day 1 you would have thought I had cancelled Christmas. Loud complaints to taunts to outright refusals to work with some people happened in every class. It was truly amazing and concerning considering the fact that these kids live in a very densely populated area. Tolerance and group work does not seem to be something many students value.
Other than these issues, I find the students of MHS to be good kids and capable of a lot more than the status quo. That said, where does the motivation come from? It can't only be the teacher, or the school or the parents. At some point it has to come from the students themselves but I wonder what the best practices are from a teacher in this situation. I feel like I have a very good model in Mr. D but I have high hopes in building a community of learning. Just trying to figure out what to start with.
Pacing & Teachable Moments in Practice
Post for 11/30 & 12/1
For the past 2 days, I have been presenting my own designed lessons and testing them out in the real setting of Mr. D's classroom yet again. Since Mr. D's class was still working on the Great Depression, I decided to focus on two aspects that the class's textbook mentions but without a whole lot of detail. In short, Day 1 was a lesson on the Bonus Army and Day 2 focused on the Dust Bowl. Both lessons ended up in the same format as a pedagogical exercise for me and both seemed to be relatively successful lessons.
For Day 1, I began my design and planning from an objective that aligned with a standard about analysis of the actions and policies of the US Government and how it contributed to the Great Depression. I determined that the lesson should be an evaluation of Hoover's policies toward the Bonus Marchers and how that effected his chances at re-election. This objective would later tie into my DoL but would also direct the design of the learning activity itself. In the strategy process, things were already going more smoothly. After compiling 5 or 6 primary sources, I also wrote a brief introduction to the Bonus Marchers as a Do-Now read and annotate activity. While time consuming, this Do Now was extremely helpful as I would realize on Day 2. The learning activity for the class after the Do Now and a brief "mini-lecture" was for groups to be assigned a document and organize their own ESP (Economic, Social & Political) chart and identifying what aspects of their documents were examples of these. After a class discussion and check for understanding of the documents, students were assigned a DoL that was a brief Open Ended question about how they thought Hoover's treatment of the Bonus Marchers would effect his bid for re-election.
While students seemed to like the class itself, I found later that most of the responses were directly connected to the documents I assigned that particular group and students did not use evidence outside of what they had already been assigned. In addition, pacing was way off yet again because I took time out of the introduction to answer student questions that were pretty relevant and observant. So for Day 2 I had two areas to improve; pacing and macro understanding of a topic beyond an assigned document. Mr. D recommended that I try the same format but to work out the kinks I ran into the first time through.
In order to work on pacing on Day 2 I changed the Do Now from a long reading activity to a brief image reaction writing activity for the Dust Bowl lesson. I still had groups assigned to single documents so I unfortunately did not fix that problem since I was worried I would not have enough time for a gallery walk. Again, the kids reacted well to the documents, asked good questions and generally understood what was going on. However, without a longer introduction or background there were a lot more questions about the content itself outside of the documents. The solution to the pacing problem for Day 2 again became the issue with the pacing problem again since there were so many questions. We were able to spend more time in question and answer about particular documents but this is only useful if a student is listening (I would suspect maybe 60% were). That said, I feel I need to develop a solution or learning activity that gets students to consider all documents or materials.
Again, I feel that the class went alright but I have a lot of room for improvement in some areas. I feel comfortable in front of students and feel like I'm getting closer to a real success every time. It's really a matter of practice in addition to my co-op giving me just enough rope to hang myself with. Frankly, I wouldn't want to have it any other way. Mr. D directs me to the point where I know I'm in the right ballpark but not quite there. As of right now he's letting me make my mistakes but not big enough ones that will set students back. I have a lot of work to do but I'm more confident every time I get out there.
For the past 2 days, I have been presenting my own designed lessons and testing them out in the real setting of Mr. D's classroom yet again. Since Mr. D's class was still working on the Great Depression, I decided to focus on two aspects that the class's textbook mentions but without a whole lot of detail. In short, Day 1 was a lesson on the Bonus Army and Day 2 focused on the Dust Bowl. Both lessons ended up in the same format as a pedagogical exercise for me and both seemed to be relatively successful lessons.
For Day 1, I began my design and planning from an objective that aligned with a standard about analysis of the actions and policies of the US Government and how it contributed to the Great Depression. I determined that the lesson should be an evaluation of Hoover's policies toward the Bonus Marchers and how that effected his chances at re-election. This objective would later tie into my DoL but would also direct the design of the learning activity itself. In the strategy process, things were already going more smoothly. After compiling 5 or 6 primary sources, I also wrote a brief introduction to the Bonus Marchers as a Do-Now read and annotate activity. While time consuming, this Do Now was extremely helpful as I would realize on Day 2. The learning activity for the class after the Do Now and a brief "mini-lecture" was for groups to be assigned a document and organize their own ESP (Economic, Social & Political) chart and identifying what aspects of their documents were examples of these. After a class discussion and check for understanding of the documents, students were assigned a DoL that was a brief Open Ended question about how they thought Hoover's treatment of the Bonus Marchers would effect his bid for re-election.
While students seemed to like the class itself, I found later that most of the responses were directly connected to the documents I assigned that particular group and students did not use evidence outside of what they had already been assigned. In addition, pacing was way off yet again because I took time out of the introduction to answer student questions that were pretty relevant and observant. So for Day 2 I had two areas to improve; pacing and macro understanding of a topic beyond an assigned document. Mr. D recommended that I try the same format but to work out the kinks I ran into the first time through.
In order to work on pacing on Day 2 I changed the Do Now from a long reading activity to a brief image reaction writing activity for the Dust Bowl lesson. I still had groups assigned to single documents so I unfortunately did not fix that problem since I was worried I would not have enough time for a gallery walk. Again, the kids reacted well to the documents, asked good questions and generally understood what was going on. However, without a longer introduction or background there were a lot more questions about the content itself outside of the documents. The solution to the pacing problem for Day 2 again became the issue with the pacing problem again since there were so many questions. We were able to spend more time in question and answer about particular documents but this is only useful if a student is listening (I would suspect maybe 60% were). That said, I feel I need to develop a solution or learning activity that gets students to consider all documents or materials.
Again, I feel that the class went alright but I have a lot of room for improvement in some areas. I feel comfortable in front of students and feel like I'm getting closer to a real success every time. It's really a matter of practice in addition to my co-op giving me just enough rope to hang myself with. Frankly, I wouldn't want to have it any other way. Mr. D directs me to the point where I know I'm in the right ballpark but not quite there. As of right now he's letting me make my mistakes but not big enough ones that will set students back. I have a lot of work to do but I'm more confident every time I get out there.
Tuesday, December 13, 2011
Pacing & Teachable Moments
Post for 11/29
Much of today was spent revisiting the relationship between strategy and activity so in trying to keep things different, upbeat, useful and exciting (!) I'll focus today on a brief mention we had about pacing. This problem came up in in my lesson last week and will likely come up again in the future so I think it's important to visit it a bit further. So what is pacing? In short, it's running against the clock, moving a lesson along and staying focused, conscientious and present all while directing, facilitating or having students discover whatever is necessary during a learning activity. Personally, I imagine pacing using one of my favorite football analyst malapropisms of "matriculating the ball down the field." While hilarious to me in the context of a football game, it actually makes a bit more sense in terms of pacing in the classroom. In short, pacing is something that is indelibly tied to preparation and even more so to experience.
When in the classroom I feel like I do a very good job hiding my internal concern over an experience deficit for this very reason. Every lesson I teach for several years (and likely throughout my career) will be a new one. Innumerable classes will be my guinea pigs for new lessons, objectives, concepts and ideas I have over the years. My feel for a classroom will get better but for now I'm concerned that my feel for the time it takes to introduce a concept, start an activity, have students complete a DoL and conclude a lesson will be consistently inadequate.
At the same time, I have an enormous amount of confidence in my ability to learn how to handle these sorts of problems over the next few months. With better strategy and more reps in front of a class, I'm sure I'll get a handle on it and develop a more accurate (to use another football term) internal clock while not rushing anything or missing opportunities for teachable moments.
This is slightly off topic but when I hear about teachable moments I always think about one of my favorite teachers I had in high school. I was a Junior in Fall 2001 and like every other Junior at my school I was enrolled in a Theology of Morality class (reminder: All Boys Catholic High School). Early in the school year things were quickly thrown off-kilter after the attacks on the World Trade Center. Throughout that day though, it was business as usual in most of my classes. We did our Physics work and read Crevecoeur in American Lit. Our guess was that it was a directive from our administration to avoid panic. But Morality was different. It was the only class I ever got to watch television in and wasn't excited to do so. The entire period our class was silent and our teacher didn't say a word either. It was definitely one of the weirdest but most appropriate classes I ever had. Much of that year was spent on St. Augustine, Max Weber, Reinhold Niebuhr and the Cardinal Virtues but when the war drums started in the immediate aftermath we read Pacem in Terris and spent weeks talking about Just War and the consequences of violence. I always remembered that because every single one of us was incredibly sad, angry and confused but Mr. G stayed calm, kept us focused and asked us to look at the other end of our anger and the consequences of cavalierly entering wars. We were definitely off script in doing that so early in the year but the time called for it and discussions were intense. In fact, I know for a fact that they resonate with me and others from that class to this day. So while this doesn't relate to pacing directly, I feel like teachable moments sometimes take precedence.
Much of today was spent revisiting the relationship between strategy and activity so in trying to keep things different, upbeat, useful and exciting (!) I'll focus today on a brief mention we had about pacing. This problem came up in in my lesson last week and will likely come up again in the future so I think it's important to visit it a bit further. So what is pacing? In short, it's running against the clock, moving a lesson along and staying focused, conscientious and present all while directing, facilitating or having students discover whatever is necessary during a learning activity. Personally, I imagine pacing using one of my favorite football analyst malapropisms of "matriculating the ball down the field." While hilarious to me in the context of a football game, it actually makes a bit more sense in terms of pacing in the classroom. In short, pacing is something that is indelibly tied to preparation and even more so to experience.
When in the classroom I feel like I do a very good job hiding my internal concern over an experience deficit for this very reason. Every lesson I teach for several years (and likely throughout my career) will be a new one. Innumerable classes will be my guinea pigs for new lessons, objectives, concepts and ideas I have over the years. My feel for a classroom will get better but for now I'm concerned that my feel for the time it takes to introduce a concept, start an activity, have students complete a DoL and conclude a lesson will be consistently inadequate.
At the same time, I have an enormous amount of confidence in my ability to learn how to handle these sorts of problems over the next few months. With better strategy and more reps in front of a class, I'm sure I'll get a handle on it and develop a more accurate (to use another football term) internal clock while not rushing anything or missing opportunities for teachable moments.
This is slightly off topic but when I hear about teachable moments I always think about one of my favorite teachers I had in high school. I was a Junior in Fall 2001 and like every other Junior at my school I was enrolled in a Theology of Morality class (reminder: All Boys Catholic High School). Early in the school year things were quickly thrown off-kilter after the attacks on the World Trade Center. Throughout that day though, it was business as usual in most of my classes. We did our Physics work and read Crevecoeur in American Lit. Our guess was that it was a directive from our administration to avoid panic. But Morality was different. It was the only class I ever got to watch television in and wasn't excited to do so. The entire period our class was silent and our teacher didn't say a word either. It was definitely one of the weirdest but most appropriate classes I ever had. Much of that year was spent on St. Augustine, Max Weber, Reinhold Niebuhr and the Cardinal Virtues but when the war drums started in the immediate aftermath we read Pacem in Terris and spent weeks talking about Just War and the consequences of violence. I always remembered that because every single one of us was incredibly sad, angry and confused but Mr. G stayed calm, kept us focused and asked us to look at the other end of our anger and the consequences of cavalierly entering wars. We were definitely off script in doing that so early in the year but the time called for it and discussions were intense. In fact, I know for a fact that they resonate with me and others from that class to this day. So while this doesn't relate to pacing directly, I feel like teachable moments sometimes take precedence.
Strategy & Activity in Action
Post for 11/23
Today was the day before Thanksgiving break and I taught my first lesson. To provide you with the long and short of it, Mr. D recommended that I use a documentary or other type of media as an organizing conceit for the day. Considering a lot of students would be out of school for the day and that the ones who were in would likely be restless in anticipation of the long weekend, I agreed with his point. He also recommended I design an organizer for students to fill out as they watched the video and so I could check for understanding throughout the video.
Being that Mr. D's US II classes were about to begin a unit on the Great Depression and New Deal, I thought it might be useful to front load and help some of the students get a grasp of some concepts before they started a new unit rather than backtracking over content they had already reviewed. To make a long story short, I began planning from the standards and decided to focus on the initial economic aspects of the Great Depression and to reinforce that the Stock Market Crash of 1929 was not the cause of the Depression but a symptom of larger economic problems looming on the horizon and an event that aggravated a stagnating economy. By deciding that this was the objective, I started to look for the right documentary or video clips on the web. I got lucky in finding one that streamed from PBS' website for its series The American Experience and chose the documentary on the 1929 Crash. The entire documentary from start to finish was an hour and class was 40 minutes minutes. In addition to checking to a brief introduction and checking for understanding, I pared the video down to about 30 minutes of viewing time and chose which sections I would show carefully. In addition, I designed a concept map that at the edges had questions prompting students to identify certain causes of the Crash and at the center, briefly listing some of the effects. With Mr. D's help, I went through about 4 revisions of this concept map before it was ready for prime time.
When the activity itself came, I gave a brief content introduction that reinforced their previous unit on the 1920's and their knowledge of how the stock market works. In addition, I modeled how students would fill out the concept map and made sure they understood before I played the video. After that, the class was largely a success. Students were engaged with the video, asked relevant questions and for the most part filled out their concept maps very well. My main issue with organization was my own pacing and in making modifications for the students that needed them. Mr. D explained that I need to watch the clock and really get a feel for how to pace a class like this, especially one that uses media that is important for completing the learning activity. In addition, he gave me a lot of feedback about the organizer itself. Essentially, in my early drafts the concept map was shaping the way the lesson would go and not the other way around. It was a lesson that was hard learned for me because I literally spent days organizing and planning the concept map only to throw all my initial work at the end for a much simpler model. Strategy needed to dictate the activity, not the other way around. In addition, I got a lesson about conserving paper, as well and was instructed to use the other side of work sheets for something constructive. Say, another organizer (PEDLIGS with key economic and historical terms, for example) that could have been filled out for students at the 'blackbelt' level (Mr. D modifies in terms of 'beginner' to 'blackbelt,' giving students work on this spectrum helps to act as a modification for struggling students and an anchor for those who complete work quickly). Today was a learning experience that was largely successful but a reminder that I have a lot of room for improvement.
Today was the day before Thanksgiving break and I taught my first lesson. To provide you with the long and short of it, Mr. D recommended that I use a documentary or other type of media as an organizing conceit for the day. Considering a lot of students would be out of school for the day and that the ones who were in would likely be restless in anticipation of the long weekend, I agreed with his point. He also recommended I design an organizer for students to fill out as they watched the video and so I could check for understanding throughout the video.
Being that Mr. D's US II classes were about to begin a unit on the Great Depression and New Deal, I thought it might be useful to front load and help some of the students get a grasp of some concepts before they started a new unit rather than backtracking over content they had already reviewed. To make a long story short, I began planning from the standards and decided to focus on the initial economic aspects of the Great Depression and to reinforce that the Stock Market Crash of 1929 was not the cause of the Depression but a symptom of larger economic problems looming on the horizon and an event that aggravated a stagnating economy. By deciding that this was the objective, I started to look for the right documentary or video clips on the web. I got lucky in finding one that streamed from PBS' website for its series The American Experience and chose the documentary on the 1929 Crash. The entire documentary from start to finish was an hour and class was 40 minutes minutes. In addition to checking to a brief introduction and checking for understanding, I pared the video down to about 30 minutes of viewing time and chose which sections I would show carefully. In addition, I designed a concept map that at the edges had questions prompting students to identify certain causes of the Crash and at the center, briefly listing some of the effects. With Mr. D's help, I went through about 4 revisions of this concept map before it was ready for prime time.
When the activity itself came, I gave a brief content introduction that reinforced their previous unit on the 1920's and their knowledge of how the stock market works. In addition, I modeled how students would fill out the concept map and made sure they understood before I played the video. After that, the class was largely a success. Students were engaged with the video, asked relevant questions and for the most part filled out their concept maps very well. My main issue with organization was my own pacing and in making modifications for the students that needed them. Mr. D explained that I need to watch the clock and really get a feel for how to pace a class like this, especially one that uses media that is important for completing the learning activity. In addition, he gave me a lot of feedback about the organizer itself. Essentially, in my early drafts the concept map was shaping the way the lesson would go and not the other way around. It was a lesson that was hard learned for me because I literally spent days organizing and planning the concept map only to throw all my initial work at the end for a much simpler model. Strategy needed to dictate the activity, not the other way around. In addition, I got a lesson about conserving paper, as well and was instructed to use the other side of work sheets for something constructive. Say, another organizer (PEDLIGS with key economic and historical terms, for example) that could have been filled out for students at the 'blackbelt' level (Mr. D modifies in terms of 'beginner' to 'blackbelt,' giving students work on this spectrum helps to act as a modification for struggling students and an anchor for those who complete work quickly). Today was a learning experience that was largely successful but a reminder that I have a lot of room for improvement.
Teaching Strategies vs. Learning Activities
Post for 11/22
At the beginning, I had a bit of trouble differentiating learning activities and teaching strategies. Frankly, I've been trying to blur the line between them enough that I wasn't sure that a differentiation would even be helpful. After some thought though, these are not only different in terms of the stages of the planning process but one is the basis of the other. After some thought this seems obvious but for whatever reason I had difficulty separating them at the start and it felt like a silly argument over semantics. For me, strategies get me thinking more about implementation than planning and it felt like they were different sides of the same coin and they kind of are but in different ways than I originally thought.
What really broke this down for me was thinking of strategies as the 'how.' That is, the main diagnostic and planning stages for the learning activities. It resonated with me mainly since I have been working on designing my own lesson plans to test out in front of a real live class for the first time. I've been lucky to have the guiding help of my co-op during this process but the 'how' and 'why' are problems that have consistently come up to cause me to re-think my plans and revise what I've already done.
What this has taught me in the process is that there can be nothing that's arbitrary in a plan and strategy is the term used to imply this need for order and organization. While activities and assessments can work in concert together and be used to direct student learning, the strategy process is the realm of the teacher. Planning for organization prepares us for the unintended consequences of the chosen activity and can keep us on track. Like much of the theory we read, it's not supposed to be out in the open but in the subtext of our teaching.
At the beginning, I had a bit of trouble differentiating learning activities and teaching strategies. Frankly, I've been trying to blur the line between them enough that I wasn't sure that a differentiation would even be helpful. After some thought though, these are not only different in terms of the stages of the planning process but one is the basis of the other. After some thought this seems obvious but for whatever reason I had difficulty separating them at the start and it felt like a silly argument over semantics. For me, strategies get me thinking more about implementation than planning and it felt like they were different sides of the same coin and they kind of are but in different ways than I originally thought.
What really broke this down for me was thinking of strategies as the 'how.' That is, the main diagnostic and planning stages for the learning activities. It resonated with me mainly since I have been working on designing my own lesson plans to test out in front of a real live class for the first time. I've been lucky to have the guiding help of my co-op during this process but the 'how' and 'why' are problems that have consistently come up to cause me to re-think my plans and revise what I've already done.
What this has taught me in the process is that there can be nothing that's arbitrary in a plan and strategy is the term used to imply this need for order and organization. While activities and assessments can work in concert together and be used to direct student learning, the strategy process is the realm of the teacher. Planning for organization prepares us for the unintended consequences of the chosen activity and can keep us on track. Like much of the theory we read, it's not supposed to be out in the open but in the subtext of our teaching.
Monday, December 5, 2011
UbD Revisited in Fieldwork Too
Post for 11/16
I suspect that this will become a theme. It's not a bad thing -- just a fact. Understanding by Design is one of those things that makes a lot of intuitive sense but is inherently very complicated. I'm very glad to be surrounded by people who seemingly understand it very well and who don't shy away from nuance.
Today was actually a fairly uneventful day of observations and unfortunately do not have any new and exciting adventures to report. However, I used this time to ask Mr. D his thoughts about how he plans, why he plans certain things and the reasoning behind learning activities or Demonstrations of Learning for his students. First of all, I've noticed over the past few weeks that MHS is very regimented in certain areas. Every classroom has to have the lesson outlined in a particular way and have it displayed so that every student can see it (on the board, on a Powerpoint on the Smartboard or elsewhere). The requirements off the top of my head are; objectives (IWBAT), lesson title, lesson outline, standards, Demonstration of Learning and homework. Obviously, not all of these requirements are for the students and only about half pay attention to them in the first place. These, however, are the essential elements needed on a day to day basis at MHS. My first lesson being next week, I asked Mr. D how he starts designing his own lessons. He said he always starts with the standard and builds the objective from that. Once that's been determined then, "the learning activities and DoL's kind of choose themselves." For a veteran teacher I'm sure this is the case but for someone in my position this is more difficult to grasp. Again, to me this is an example of UbD in action. Maybe in a less formal format but with the same grounding in thinking and direction. The objective, essential questions and key purpose and understandings are central and the guiding principle behind the design of any lesson. Especially at MHS and in Mr. D's class.
In asking Mr. D what he wanted me to focus on in my lesson and what he wanted to see from me, he smiled and said something to the effect of, "you're not getting out of it that easily." I suspect Mr. D is providing me just enough rope to hang myself with but for good reasons. Frankly, I can appreciate his position and I think I'll learn more from designing a lesson plan largely on my own anyway. I also got to ask Mr. D about a lot of other terminology that I was unfamiliar with and got to know a lot of students through helping them with their DoL for the day which was to develop their own Main Idea Questions based on secondary source readings. I'm finally starting to learn the majority of their names which I'm ashamed that I hadn't done earlier even with a personal copy of the class rosters.
I'm looking forward to my first lesson next week. Being that it's a short day with shortened periods, Mr. D recommended that I use media as a centerpiece and maybe a graphic organizer. Beyond that, the development is on me. I'm excited but nervous in a good way.
I suspect that this will become a theme. It's not a bad thing -- just a fact. Understanding by Design is one of those things that makes a lot of intuitive sense but is inherently very complicated. I'm very glad to be surrounded by people who seemingly understand it very well and who don't shy away from nuance.
Today was actually a fairly uneventful day of observations and unfortunately do not have any new and exciting adventures to report. However, I used this time to ask Mr. D his thoughts about how he plans, why he plans certain things and the reasoning behind learning activities or Demonstrations of Learning for his students. First of all, I've noticed over the past few weeks that MHS is very regimented in certain areas. Every classroom has to have the lesson outlined in a particular way and have it displayed so that every student can see it (on the board, on a Powerpoint on the Smartboard or elsewhere). The requirements off the top of my head are; objectives (IWBAT), lesson title, lesson outline, standards, Demonstration of Learning and homework. Obviously, not all of these requirements are for the students and only about half pay attention to them in the first place. These, however, are the essential elements needed on a day to day basis at MHS. My first lesson being next week, I asked Mr. D how he starts designing his own lessons. He said he always starts with the standard and builds the objective from that. Once that's been determined then, "the learning activities and DoL's kind of choose themselves." For a veteran teacher I'm sure this is the case but for someone in my position this is more difficult to grasp. Again, to me this is an example of UbD in action. Maybe in a less formal format but with the same grounding in thinking and direction. The objective, essential questions and key purpose and understandings are central and the guiding principle behind the design of any lesson. Especially at MHS and in Mr. D's class.
In asking Mr. D what he wanted me to focus on in my lesson and what he wanted to see from me, he smiled and said something to the effect of, "you're not getting out of it that easily." I suspect Mr. D is providing me just enough rope to hang myself with but for good reasons. Frankly, I can appreciate his position and I think I'll learn more from designing a lesson plan largely on my own anyway. I also got to ask Mr. D about a lot of other terminology that I was unfamiliar with and got to know a lot of students through helping them with their DoL for the day which was to develop their own Main Idea Questions based on secondary source readings. I'm finally starting to learn the majority of their names which I'm ashamed that I hadn't done earlier even with a personal copy of the class rosters.
I'm looking forward to my first lesson next week. Being that it's a short day with shortened periods, Mr. D recommended that I use media as a centerpiece and maybe a graphic organizer. Beyond that, the development is on me. I'm excited but nervous in a good way.
Understanding by Design Revisited
Post for 11/15
We discussed a lot of things in today's class. Among them; classroom management by means of Google docs & forms, mental preparation for a future lesson study and a lot of discussion about what to expect in relation to student teaching and our first year on the job. However, I think a class that focused on general housekeeping was really useful for me this week. Reviews and reminders often help me clarify my own thoughts and distill initially jumbled ideas into something more coherent later on.
We spent another day largely talking about Understanding by Design and particularly spending a good amount of time on Assessment. I will avoid rehashing and regurgitating what we discussed in class but will instead focus on how I find UbD helps me in my own preparations as a novice teacher. As I said, I have a tendency to think too quickly and get ahead of myself before a more articulate thought can catch up. By using UbD in my practice lesson plans, it provides a format and useful procedure to follow to narrow down what is important. It's simply a matter of discipline and avoiding the arbitrary in our preparations. I could randomly choose a performance task for students to complete easily, but what does it accomplish? Where did it come from and what is the endgame? It helps having UbD as a mindset and framework for self-discipline. That said, when working in a real environment with real students it will be even more important to have a rational framework as a basis. Not to keep plans rigid and unwavering but instead to have a grounding in purpose and thus a direction if improvisation is necessary. I'm not sure if I'm right here but it's what I'm thinking about right now, at least.
We discussed a lot of things in today's class. Among them; classroom management by means of Google docs & forms, mental preparation for a future lesson study and a lot of discussion about what to expect in relation to student teaching and our first year on the job. However, I think a class that focused on general housekeeping was really useful for me this week. Reviews and reminders often help me clarify my own thoughts and distill initially jumbled ideas into something more coherent later on.
We spent another day largely talking about Understanding by Design and particularly spending a good amount of time on Assessment. I will avoid rehashing and regurgitating what we discussed in class but will instead focus on how I find UbD helps me in my own preparations as a novice teacher. As I said, I have a tendency to think too quickly and get ahead of myself before a more articulate thought can catch up. By using UbD in my practice lesson plans, it provides a format and useful procedure to follow to narrow down what is important. It's simply a matter of discipline and avoiding the arbitrary in our preparations. I could randomly choose a performance task for students to complete easily, but what does it accomplish? Where did it come from and what is the endgame? It helps having UbD as a mindset and framework for self-discipline. That said, when working in a real environment with real students it will be even more important to have a rational framework as a basis. Not to keep plans rigid and unwavering but instead to have a grounding in purpose and thus a direction if improvisation is necessary. I'm not sure if I'm right here but it's what I'm thinking about right now, at least.
Monday, November 14, 2011
Understanding By Design in Fieldwork
Since this was a shortened week due to Veteran's Day and Elections, I thought it might be a good idea to spend the majority of today in other content areas. While I spent the opening block with Mr. D's AP US History class, I spent the rest of the day shuttling between a Physics class (Mr. E) and a Discrete Mathematics class (Ms. T). In short, today was interesting. As opposed to having a subject where there isn't always a cut and dry correct answer, math and physics largely cut out that gray area. There is a distinctly measurable result and both teachers seemed to be looking for that specifically. More importantly though, there was an important emphasis on the process of what they were doing. Both teachers were very procedural in their approach. That is; they opened the class with an introductory Do Now problem, scaffolded the mathematical processes, made sure the students were reasoning correctly and finally gave them a formative assessment with 1-3 questions based on the material they went over in class. In both classes, these assessments were exit slips.
Both teachers were into what they were doing and seemingly got the majority of students into it, as well. However, I noticed that the procedure they both used in their classrooms had almost become rote. These were good practices they were doing but both classes (outside of the content) were nearly mirror images of each other. Now, to be fair -- I haven't seen this process used throughout a whole year and I don't know if students react positively or negatively to it in the long run. I think it's also important to note that the content was presented very well and the students seemed caught up in their work. However, many years ago I used to watch a lot of Law & Order. Procedure, no matter how compelling the content is sometimes can get played out. I think it's important to be conscious of how we can make our teaching dynamic and not use a procedure as a crutch instead of a guide.
To be clear, I'm not saying that Mr. E and Ms. T used the process as a crutch. They both seemed like very intelligent, very conscientious teachers that got the best out of students on a day many of their classmates were already taking off. Their effort is admirable. However, it reminds me that in designing my own lessons, I can't find comfort in sticking within set guidelines. The diagnostic questions of UbD mentioned in my previous post and the needs of my students need to be a guide. While procedure can be helpful, I think it can only take one so far. Especially in social studies.
Both teachers were into what they were doing and seemingly got the majority of students into it, as well. However, I noticed that the procedure they both used in their classrooms had almost become rote. These were good practices they were doing but both classes (outside of the content) were nearly mirror images of each other. Now, to be fair -- I haven't seen this process used throughout a whole year and I don't know if students react positively or negatively to it in the long run. I think it's also important to note that the content was presented very well and the students seemed caught up in their work. However, many years ago I used to watch a lot of Law & Order. Procedure, no matter how compelling the content is sometimes can get played out. I think it's important to be conscious of how we can make our teaching dynamic and not use a procedure as a crutch instead of a guide.
To be clear, I'm not saying that Mr. E and Ms. T used the process as a crutch. They both seemed like very intelligent, very conscientious teachers that got the best out of students on a day many of their classmates were already taking off. Their effort is admirable. However, it reminds me that in designing my own lessons, I can't find comfort in sticking within set guidelines. The diagnostic questions of UbD mentioned in my previous post and the needs of my students need to be a guide. While procedure can be helpful, I think it can only take one so far. Especially in social studies.
Understanding By Design & a Kind of Mission Statement
I realize that we reviewed this topic for practical reasons but I feel it's important to comment on this since I've been thinking about designing my own lessons for students at MHS for the past few days. I know that we cannot plan lessons arbitrarily or assess students for rote learning or what we just think they should know. There's a distinct need to understand what it is you want students to know, find the process of getting there and make sure they know it. I feel that I've had this process drilled into me fairly well at this point and while I definitely have a conceptual grasp of UbD, I still have yet to really have a functional understanding of the process in making a real live lesson plan and seeing its effects firsthand. This seems like a much harder process and one I will only understand through practice, usage and reflection.
That said, this week's class helped distill a few thoughts for me and I think the overarching questions are an important diagnostic to have for ourselves while we design our own lesson and unit plans. Throughout the editing and planning process, we can always go back and be able to ask ourselves those questions. In fact, I've written them down on a desktop sticky note so I can always have them to check on. As important as it is for us to design our own diagnostics for students, we need these diagnostics for ourselves, as well. In proving ourselves to be dynamic within ourselves and toward our students' strengths, self-diagnostics are something that should always be considered while designing a useful lesson plan.
So how do we determine what's useful in social studies? This question kind of gets to the heart of what I think about when I think about social studies and teaching history and social studies as a chosen profession. Why is this important and what do we need to know about it? The simple answer for me is because I have always been interested in it. I get excited about the stories of people who came before us because to me it fills in small parts of a proverbial jigsaw puzzle. To go further, I feel that history education in particular helps inform us about the world around us and what our potential roles can be in this world. It is not only information for the sake of information but knowledge that can be useful about humanity, institutions and essentially why the world is the way it is. I think it's important to understand that nothing is prescribed and that history is not some sort of teleological process or chain of inevitable events. History and the social sciences can inform students that their decisions matter and that they are part of something larger than themselves. So which side of that process do we want to be on? Social studies can help students develop reasoning, research, writing and analytical skills, of course. Those are all incredibly important. However, having an understanding of the world and our place within it is extremely powerful and can act as a positive force in our society.
This is what I'd like my students to eventually understand and articulate in their own way. This may be just a haphazard mission statement for teaching history but I think it's at least partially adequate in having behind my own lesson designs. This is something I'll be working on for awhile, I think but it's as good a place to start as any.
That said, this week's class helped distill a few thoughts for me and I think the overarching questions are an important diagnostic to have for ourselves while we design our own lesson and unit plans. Throughout the editing and planning process, we can always go back and be able to ask ourselves those questions. In fact, I've written them down on a desktop sticky note so I can always have them to check on. As important as it is for us to design our own diagnostics for students, we need these diagnostics for ourselves, as well. In proving ourselves to be dynamic within ourselves and toward our students' strengths, self-diagnostics are something that should always be considered while designing a useful lesson plan.
So how do we determine what's useful in social studies? This question kind of gets to the heart of what I think about when I think about social studies and teaching history and social studies as a chosen profession. Why is this important and what do we need to know about it? The simple answer for me is because I have always been interested in it. I get excited about the stories of people who came before us because to me it fills in small parts of a proverbial jigsaw puzzle. To go further, I feel that history education in particular helps inform us about the world around us and what our potential roles can be in this world. It is not only information for the sake of information but knowledge that can be useful about humanity, institutions and essentially why the world is the way it is. I think it's important to understand that nothing is prescribed and that history is not some sort of teleological process or chain of inevitable events. History and the social sciences can inform students that their decisions matter and that they are part of something larger than themselves. So which side of that process do we want to be on? Social studies can help students develop reasoning, research, writing and analytical skills, of course. Those are all incredibly important. However, having an understanding of the world and our place within it is extremely powerful and can act as a positive force in our society.
This is what I'd like my students to eventually understand and articulate in their own way. This may be just a haphazard mission statement for teaching history but I think it's at least partially adequate in having behind my own lesson designs. This is something I'll be working on for awhile, I think but it's as good a place to start as any.
Sunday, November 6, 2011
Testing in Fieldwork
Post for 11/3
Unfortunately today was another test day for US II students in Mr. D's class. This time, however, was not nearly as contentious or difficult as my previous experience at MHS. Apparently, students seemed to get the message from their last day. Many kids still had headphones in, playing music I could hear from across the room but I guess there are some battles that just can't be won if nothing is done to enforce it.
Today, students were taking a CRT exam. This is, according to Mr. D, a departmental benchmark test to make sure that all teachers are on the same proverbial page. Every class in US II has to take the test and results are reported to the department. This week's CRT test was about immigration in the US at the end of the 19th-century and beginning of the 20th. The test is all written and all document based. Students were given a group of quotes, articles, photos and political cartoons that were supposed to be used as evidence throughout their document based question essay. The main essay was worth 80 points and was set up through a set of 10 scaffolding short-answer questions that were worth 2 points each.
I think the purpose behind the CRT is interesting since it seems to exhibit what the school and district deem to be high priorities. To keep from belaboring the point, I really think that they seem to get it because these tests are built to gauge skills, not just content knowledge or the recitation of rote facts. Of course, the content knowledge and what students learn in class can really help them discern context clues and base their writing on a strong background in facts and historical information. However, if the students have the skills to take these tests, the information provided in the documents and the specific goals of the DBQ alone could be enough information to finish the test adequately. In short, the department is testing for skills of reading, writing, interpretation of context clues, argument and citation of sources. As I've mentioned before, the purpose of knowledge for the sake of knowledge is inadequate and as much as I'd love all my students to be Jeopardy champions, those skills are not realistic or useful to teach. I can understand frustrations behind pushing for departmental homogeneity at the expense of an individual teacher's plans but I think the goal behind the CRT as an exercise is admirable.
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In addition, today was a success in administrative terms, as well. On my first day, Mr. D explained to me that this was not a good year for him to have a student teacher in his class for a plethora of reasons. I understood his reasoning at the time but figured I would take the opportunity to learn what I could from MHS, while I could. As the weeks passed, I became disappointed about this setup since I had come to really respect Mr. D and admire his work and organization in the classroom. In short, I felt I could learn a lot from him throughout the year. So today I got some good news. Mr. D took me aside this morning and explained that he had reconsidered over the past few weeks and asked me if I would be interested in staying on at MHS and in his classroom for student teaching. Between my good working relationship with Mr. D and growing comfort with a lot of the students, I was really excited. Good news!
Liberal Education & Teaching
Post for 11/1
There are a few things that were mentioned in class today that got me thinking a lot about teaching as a chosen profession and what I need to do to be successful in it. We discussed the day-to-day schedule of a teacher and frankly, I like it. I know myself well enough to know that I always work best under pressure and with a lot to do. Having a full slate every day with an hour or two to myself is actually ideal for me. I don't know why but even when I was in high school and was lifting at 5AM for football, school from 7:30-2:30, football or track practice after school and homework afterwards I was always the best kind of exhausted and really productive. Looking at a schedule like that as if my life is laid out for me is slightly disconcerting but I know I'll be at my best in that kind of situation. If teaching were only the visible work of teaching, my day would be over by 3PM and frankly, I wouldn't know what to do with myself with all that time.
Another thing that struck me in class today was the reminder of having students create their own expectations. This still kind of puts me in panic mode even as a graduate student because I've become so used to having top-down instruction. Talking about it again today really seemed to resonate with me though. If students create a percentage of their own stakes in the class then it not only provides a lesson in responsibility but takes some of that top-down agency away from the instructor. As long as one is OK with giving up that sort of power then it seems like it could be beneficial to the classroom environment as a whole. What's important to determine though is where your criteria and expectations end and where the students' begin. There's definitely a balance to keep in mind but that's related to the rigidity we spoke about earlier this afternoon. That said, I think there will be some non-negotiables (subject to change, of course!) in my future classroom. Respect towards others (especially while speaking), high achievement and improvement and, most importantly, no damn cell phones. They are beyond a pet peeve for me at this point as they immediately signal to the other person that you are more engaged in another conversation at the moment. See Rule 1 about respect towards others. I might be wrong on this one and I may be corrected by some of my colleagues but I really don't think I am.
Finally, I was struck by something R mentioned in class today about liberal education being the capital to enter the world of power. I had never really thought about it that way. As a student who went to a small liberal arts college with a very large, very competitive and very challenging engineering program, my majors of History and English were always belittled by many of my friends and classmates. “You just don't get it,” they seemed to say. “It's extremely hard, very complex and I'll graduate with a SKILL. Will your skills translate to getting a job?” I'm sure I could have easily lived up to their criteria if I had chosen to go into law like much of my class or study Biochemistry and go to Medical school like my academically perfect roommate of 4 years and best friend of 8 years now. I didn't though, I studied History because it was what appealed to me. At the beginning it was just an intuitive feeling about knowledge for the sake of knowledge and I only later justified my degree with an articulated answer about why studying history is important and why others should know about it too (this is a long answer I'll reserve for another blog post).
What my liberal education did do was give me a vocabulary and a background where I could potentially end up in any of these fields... Well, maybe not engineering but almost anything else! I was bright enough to succeed in the sciences if I chose, I could have done well in business if it interested me. I had the opportunity to enter any of these professions and still have the means to dramatically change professions on the late end of my 20's. It gave me opportunity. Liberal education has currency in the world but we have to make important choices in relation to the power it has. I'm happy with my choice to teach history and social studies but it's clear to me that I need to be aware of the choice that a liberal education presents us with. Knowledge for the sake of knowledge isn't adequate. It's the combination of broad knowledge and choice that makes a liberal education not only adequate but essential.
Presence & Professionalism in Fieldwork
Post for 10/26
Today was a huge improvement over last week, which leads me to suspect that most students shockingly don't like tests. I'm still surprised about how many students handled it in acting out but I've already spoken to that at length in previous posts. Today was interesting because I got to see Mr. D model a different type of collaborative exercise that was adapted for each class and level students were at. Essentially, students were required to do some adaptation of the following assignment; read, describe and interpret primary source documents chosen from a Volume of primary source documents from a series called 'History in a Box' that Mr. D called a 'Document Scramble.' As an aside, this seems like an incredibly useful tool for compiling and organizing different types of documents for use in class. Depending on which level class it was, students were required to read all the documents or a select few. In addition, some documents like photographs, song lyrics or political cartoons were assigned to IEP or ELL students. Towards the end of class, students were required to provide their interpretation of the documents based on their own background information from previous classes and from other context clues provided by Mr. D and myself through class. As a Demonstration of Learning, students had to hand in what Mr. D calls his ESP (Economic, Social, Political) charts where students have to identify issues raised by the documents as being in one or a combination of these categories.
By having students read, describe and interpret primary source documentation, Mr. D was in my mind essentially modeling good research techniques but doing so in a collaborative and scaffolded atmosphere. Students were presented with documents instead of searching them out themselves but were then asked to take a position on the documents and defend them to the rest of the class and Mr. D. This technique worked the best when students had been required to read all the documents since it was easier for other classmates to chime in to agree or disagree with another student's interpretation.
I thought that this was overall a good activity but was lacking in an area I think is kind of important to history education. What I found in helping students with questions was that they didn't seem to have a basic understanding of the timeline or context of the era they were studying. I understand that this is a tricky area where an inexperienced teacher can get caught in quicksand but I think a good activity added to the lesson would be the creation of a timeline of primary source documents as a DoL activity. Not only to show the occasional instance of causality but to ask students about how things might have been different in leading up to the American Revolution or US involvement in WWI. This might have helped scaffold the DoL activity/homework assignment since it was an Open Ended Question asking students to take a position on how events could have been different and how Americans experienced WWI differently across culture, class, race or wartime role.
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Midway through the morning, the History Department met for a PLC (not sure about the abbreviation) meeting with Ms. B. Much was made about an upcoming visit by the Federal Government and the visibility of objectives and Demonstration of Learning activities on the board or elsewhere. Apparently, during the last Administrative inspection into classrooms, 4 teachers within the department did not have the DoL on the board clearly and the next 10 minutes were dedicated to a discussion on why DoL's are important but not why they needed to be on the board. I think it should be explicit to students that they have assigned work but I'm not sure about why that much was made about labeling work specifically as a DoL. Furthermore, the Department was informed that Student Engagement is gauged at Low-Medium at MHS. When Ms. B asked for suggestions for changes, no one spoke up but some later mentioned cell phones were a growing and seemingly unstoppable problem. Some suggestions Ms. B made were to increase expectations in the classroom, increase scaffolds or to implement a Token Economy in the classroom. The first two seemed obvious to me but I was slightly perplexed by the Token Economy suggestion. Unless it's used to teach something like the fiat system, inflation or exchange rates it seems to me like something that's just a gimmick that doesn't add the kind of value that it could.
This meeting was really informative about how MHS reflects on their own pedagogy throughout the school year. I think it's important that meetings like this happen but I wonder about its efficacy when some of the criticisms seemed arbitrary at best to those in the meeting. For me as a novice, the presentation was well noted and gave me something to think about for my own efficacy.
Mr. D has given me a date and a subject to present as a lesson as he thinks the students are finally getting comfortable with my presence in the classroom. I get to teach about the Roaring 20's and Harlem Renaissance. Very excited!
Presence & Professionalism
Post for 10/25
Class was interesting today as we got to air a lot of the frustrations or new issues our colleagues are experiencing in their respective fieldwork placements. I thought that this was incredibly useful since it was more of a casual atmosphere to relate some concerns and ask questions about them. In addition, it extended into a conversation about what to do in multiple scenarios. How to deal with tense situations, how to defuse conflict and how to react professionally to common problems that might come up in a school atmosphere but rarely in other professional instances. Professionalism as a teacher is a lot more than dressing well, being prepared and showing up on time. It's reflected in the language we use, our tone, our calm and our Presence in general. Professionalism is a reflection of our preparedness and I feel that even if I'm not exactly where I'd like to be in this regard, I'm moving in the right direction.
In addition, we worked on a collaborative project with instant messaging in relation to a particular document. While I thought the end result of the exercise was a good one (a real-time collaborative outline of our reading assignment), I honestly found the instant messaging to be a bit distracting and not very productive. Although it could be viewed as productive anonymity, I didn't know who was saying what so there was little to no accountability. In addition, I couldn't track who said what in the past since the numbers of the writers were constantly changing so the lack of continuity was also confusing. Finally, the pace was too fast for me. I mean, I can balance Gchat conversations, Facebook chats and multiple text messages without many issues but the changing numbers and multiple writers threw me off entirely. However, I think the importance of collaborative work was illustrated overall and that we need to think about innovative ways to get students to collaborate.
Gaps in Knowledge in Fieldwork
Post for 10/20
This week at MHS was a bit more difficult. While everything went fairly well, the plans for the day did not really allow me to observe best practices. In short, today was a testing day for all the US II classes. While the morning started uneventfully enough with Mr. D's AP US History students, the rest of the day was a real challenge for me on a few levels.
First of all, MHS' threshold for behavior is a lot wider than anything I had in my total experience as a student. In elementary, middle, high school and college, I was expected to show up on time, not talk while someone else is talking or taking a test, not eat outside of the cafeteria and most notably not use foul language. So I understand that MHS is a very different place than where I went to school, but some of their policies do not seem to coexist well with what they expect of their students or told them they expect of them. While much has been made of student engagement and active demonstrations of learning, how engaged will a student be if they have a cell phone out in every class or headphones in while taking a test? I wasn't in school that long ago that things have changed that much. I understand distractions better than most people and these are distractions that would completely derail any work I was trying to do in a classroom setting. So between phones, iPods, PSP's and a good number of side conversations; expecting students to sit quietly for a whole period and take a fairly challenging writing test is for me beyond the pale. During a prep period, I expressed my reservations about this school policy to Mr. D. The response was more dismissive than expected but definitely seemed frustrated. After some shrugging and an implication of legal complications outside of his or any other teachers' control – I let it go.
Another interesting aspect of student behavior I noticed came from students during the test itself. In addition to many barely paying attention to the assignment in front of them, several decided to outwardly shirk any responsibility for the test and decided instead to undermine their classmates' attempts at taking their test. Not only was this problematic for me but it infuriated me. Mr. D later explained that the students causing problems just did not study, acted out in response and tried to force their classmates into their same position. While apparently this is a fairly regular occurrence, I hope to dissuade any future students of mine of this type of behavior with swift and severe retribution. While making a choice not to prepare for a test is one thing, trying to distract one's classmates because of a lack of preparation is even worse. Who would have thought I'd find a new pet peeve today?
It seems that despite being given ample preparation time and a very thorough study guide, Mr. D's students just did not want to take a test and did nearly everything they could to undermine, ignore or distract themselves and others from actually taking the test. This made me wonder whether a test like this was actually a fair assessment of what the students learn and how they learn. In my experience with Mr. D, the test was thoughtfully assembled and seemed a good reflection of what his classes learned throughout the unit. However, I wonder if this is where the knowledge gap mentioned previously comes in. Maybe it isn't only a knowledge gap of content, be it timelines, politics or geography. The knowledge gap could also be knowledge of skills or behaviors many of us, myself included, take for granted and simply expect out of a socialized adult or young adult. What's missing in this equation? Socialization and schooling can't be the only solutions but fair assessments shouldn't be the casualties of this situation either. I'm not sure I have an answer to this question but I find it troubling and something to consider in the future.
Gaps in Knowledge
Post for 10/18
There was a brief comment in class today that really stuck out to me as something I need to consider in the future. I don't remember it verbatim but it was along the lines of being aware of the gap between our knowledge and our students' knowledge. In short, this articulated a point I've thought about but hadn't really been able to concretely explain this kind of disconnect. This is something I feel I need to be aware of in the future because I know that in the past I've made assumptions about peoples' knowledge out of concern for not wanting to patronize people. Essentially, this comment stuck out to me because I am concerned about walking the line between 'teacher that cares' and a teacher who over-explains or patronizes their students. Definitely something to be aware of in the future and take note of the negotiation between having a strong background in my content area but also being able to explain, facilitate and direct students in a positive and helpful way that connects to their own understanding.
In addition, we discussed the importance of how a teacher views knowledge. This forced me to really self-reflect about my own position on knowledge and what type of knowledge itself is important. To clarify – I come from a liberal arts background. In high school; I studied classical Greek and Latin literature, beyond that stuck to the British and American canon, endured lectures and question-and-answer sessions on obscure theology I barely remember now. In short, I went to Catholic school. In college, I studied history and in addition was required to have a liberal course of study to be “well-rounded.” I'm not sure how boiling hot dogs down in Baby Chemistry made me well-rounded but that was just how things had to work in a liberal education. They required two science courses, a math course, two literature courses and two social sciences so one may graduate. Now, I'm not opposed to this in principle but in practice it seemed arbitrary and wasteful since I don't even consider the content I learned in some of those classes useful at all in my life these days. However, what I do recognize is the challenge a liberal course of study presented to me and despite how much I hated some of those core classes, I will never forget the principles I was supposed to be learning.
So coming from this background and even thriving in it, I find knowledge for the sake of knowledge inadequate as a theory of instruction. I love Jeopardy as much as the next guy but my students won't. What relates to them? How does history inform who we are and what kind of world we live in right now? How does geography affect our lives in ways most of us take for granted? How was our society built and (most importantly) why should we care? Knowledge and the “stories” of history are extremely interesting to me and potentially useful as hooks, but for students to stick with social studies there needs to be more than just knowing trivia. Knowledge should be about self-discovery and particularly in social studies, should be about understanding our connections and divisions between people, events, discoveries and catastrophes. Knowledge for the sake of knowledge just doesn't do it for me despite coming from that educational background. I guess I still need to work on reconciling my belief in liberal education with my perceived value of the philosophy.
Presence in Fieldwork
Post for 10/13
Today was a great day. After the long drive, I arrived at what I will call Midland High School at 7:30 AM. No students had arrived yet and only a few teachers had arrived yet. I waited for my contact, Mr. J, to arrive in the office and introduced myself to the secretary and Mr. J when he arrived. Mr. J did not talk to myself or the other assignees very much (read: at all) and gave us a half-hearted offer of help if we needed it. I sincerely hope I will not have to get him involved in anything in the future.
After brief meetings with some other administrative workers, councilors and librarians, the other assignees and myself were introduced to the Vice Principal of Academics, Ms. V. She was very welcoming and seemed genuinely excited to have us at MHS despite her disappointment that none of us were Special Ed certified, English teachers or both (as they had apparently hoped for). It was in this meeting that I got the sense that MHS is a school with a plan. While perennially one of the lowest ranked schools in the state, MHS is quickly making great progress in testing and in numbers of students accepted to college. Not only are they achieving in the classroom but they have a brand new building, have instated a hard and fast uniform code and are trying to change the culture of the school in a dramatic fashion from “having the toughest students to having the hardest working and best students [around].” Later in the day, MHS was compared by another school employee as being “an unfinished jigsaw puzzle with the edges already in place.”
After this meeting, I was introduced to my cooperating teacher, Mr. Draper. Within a few minutes I was very comfortable in his class, his teaching and with him personally. Mr. Draper teaches US History II, US History II Honors and AP US History. He is very animated, outgoing and while the majority of his students seem to genuinely like him, there is definitely a group of students that cannot seem to stand him since he requires them to work and is a self-described “notoriously hard grader.” I liked him right away and felt like this was a good fit for my Fieldwork assignment.
Throughout the day, he introduced me to all of his classes at the beginning of the period and got me involved right away by assigning me to groups of students and helping them with their Panama Canal geography project for the day. In addition, during breaks he would offer me lesson ideas, organizational tips, thoughts on classroom management and had me help him develop test questions for the unit on American Imperialism. The day was extremely productive and very comforting in the sense that I had my first experience in an urban school and it went fairly well.
In keeping with our theme of Presence, Mr. Draper is an individual who always seems to be Present with his students. He is aware of what's going on in his classroom at all times, cuts bad situations off before they can develop and knows his students very well on an individual level. For example, in one of his smaller classes, he went extremely off-topic to explain the timeline of events after the US's so-called 'Age of Imperialism' to show its importance to the US to a student who didn't understand why the US would want control of a lousy canal in the first place. “Larry is very much an auditory learner,” Draper later told me. “He needs to hear the content to process it and doesn't have a great grasp of the timeline of events. His questions end up helping the class and it always helps him to give them more context.” In addition, Mr. Draper has a very playful manner in class and his students complain about it but clearly enjoyed his class. At least they did today.
Mr. Draper's manner in class has clearly been refined over years of practice so I suspect I would not have the ability to step into a class and do the same thing effortlessly. Of course, effort over time is what makes something seem so effortless. However, today was good mental preparation for how to deal with a classroom atmosphere and especially one that can apparently become hostile very quickly. As I was told by Ms. V at the start of the day, “MHS students punish bad teaching, quickly and unapologetically.” She quickly added, “but as much as they punish bad teaching, they reward good teaching just as much.”
Mr. Draper strikes me as an experienced, thoughtful teacher and I think I have a lot to learn from him about running a tough classroom and not only being a person who cares about other people but a teacher with Presence.
Presence
Post for 10/11
While presence seems like a concept that is an obvious topic to think about as a teacher or pre-service teacher, it has become a more mystifying topic for me from our class discussions. That is, I've become more confused about what presence is because I've been consciously working for the past few years to develop it intuitively and organically. So to me, the Presence we've talked about in class seems a little foreign and vague to me in relation to the presence I've developed professionally and personally over the past few years.
I was a very quiet and private kid for a very long time. When I was in school I felt as if I could relate to only a few people and never felt totally myself in social or school situations. But at some point I felt comfortable in my own skin and not only wanted to connect with other people, I really wanted to learn about other people. However, at this point, I found that I hadn't developed any skills of social interaction at all. At this point, I made a conscious decision to cultivate my own sense of presence. I put myself in situations I would have found uncomfortable before, began to empathize with people more and become aware of what I was actually saying and asking. I tried to avoid putting myself on social auto-pilot and grow more conscious of 'the moment.'
So why the personal digression? It's because I think I've done a lot of the hard work it takes to get to a level where I'm prepared to do this in a professional setting. I've worked as a long-term substitute before and taught one-on-one in ESL classes for close to a year where I've had success. I feel like I've created a scaffolded progression for myself as far as Presence goes.
I've made a lot of progress in this area so far and feel I've set myself up well to get better and improve as a teacher and as a person. I'm curious to see what this means and how it will play out at the Fieldwork level. That is, I'm a little anxious about my own level of comfort in a new classroom but I'm also really interested to observe my co-operating teacher's personality, style and manner in a practical setting. I just hope to learn more about what it takes to be a successful teacher in organization, dedication and persona.
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