Class Reflection

Before I started this course, I was familiar with differentiated instruction and using verbs as objectives, but I never thought about combining these concepts with technology. One of the things that stuck out the most to me was Ken Robinson'video "Changing Educational Paradigms." I agree that our society's educational system needs reform, and that as an industrialized nation, we are entirely too weighted down by bipartisan issues; as a result of a cracked political system, our educational system is suffering, and we are only hurting ourselves by hurting the children. Instead of adapting, America clings desperately to tradition. A traditional educational system though, will not prepare students for the real world or allow them to fulfill their potential. As a secondary education teacher, it is crucial creativity and imagination be fostered, as we tend to lose those capacities as we age. Because why, though? Because we are taught to conform. Be professional. Be correct. I've always wanted to have an engaging, creative classroom, but until Marc Presnky's Teaching Digital Natives, I wasn't sure exactly how that would work. I thought of fishbowls, literature circles, options appealing to different types of learners, novels differentiated on reading level and interest... but I had never heard of partnering or thought of using technology and web tools. I think this comes from my experience as a student, and being limited to power points and video presentations. I guess thats how this cycle of tradition continues; unless we are exposed to new ideas and willing to accept them, we will teach how we were taught. To make sure I can incorporate ideas from the book, I'll have to use 21st Century Leaning standards as well as the state standards to guide my lessons.
I think I have an advantage to achieving a partnering classroom as an English teacher because the class generally moves towards discussion, questioning, and debate. In my observations though, I have seen multiple instances of the teacher sitting in the front of the room just reading the book to the kids because "they won't do it at home." I can't help but thing, this is your lesson? This is how you encourage your students to think? No, this is how you keep kids quiet and in their seat.. Which brings me back to the Ken Robinson video, and the "epidemic of ADHD." Why do we want our students sitting in class with no energy, deprived of technology that interests them, and forcing them to keep their comments to themselves?

Instead, I want students to be a partner in the class, adding and guiding the lessons. I want to do this through the idea of theflipped classroom, although I know it will take a lot of effort, trial and error, and determination. I also want my students to be able to read literature that appeals to them and instill a love for reading in them. I know I will be met with hesitation because there is a stigma with reading among high school students, but I want to design units that allow for a variety of selections. I think once their interests are addressed, they will want to do the research outside of class and find creative ways to express themselves inside and outside of the classroom. I also want my students to take lessons from literature to apply to the real world through Service Learning projects at the end of every unit. I know this will take some work because Service Learning projects at some schools aren't done even once a year, but even if they are small, I think they will be beneficial and provide an impact.
I am excited about implementing technology in my class, and now know I need to take the initiative to find these web tools for myself and my students. I also have to give up the idea of complete control. Its okay if I do not know everything, although I want to. Its okay if something doesn't work the first time, one mistake doesn't end the world. And its okay if partnering and the flipped classroom has some set backs, there are alternatives and I will find them.


I made this wordle to sum up key points I will remember from the semester

Student Assessment

 In Chapter 10, Prensky says that most assessment is basically just sorting and comparing, using standardized tests to rank students, schools, and countries.. but it doesn't actually help the learner. Assessment should answer  questions regarding the students improvement, skills, and future.
 In a partnering class, its important to utilize formative assessments to gauge what the students know and how they are progressing through the unit/lesson. To use formative assessments most effectively, feedback on the work should be given with ample time to improve for the next assignment.
 Ipsative assessment can also then be employed, which refers to beating your personal best. To reference sports as I did in the previous post, "you are only as good as your last game." This applies to work in the classroom: If you are constantly improving, you are constantly beating your best, but when you drop below your potential and performance, you can't progress.
 Peer assessment and work shopping can also be useful assessments for students to see opinions and compare their work and ideas with others. This can be done on blogs, social networking site like Hall, or videos and podcasts with more public audiences.
 Similar to "making it real," when students posting work for a public audience the quality of their work increases. Not only can students receive input and feedback from peers, but also other educators, experts, and people around the world from sharing their work from bogs and posted videos.
 Students should also reflect on their assignments and progress, but teachers need to help give them the tools and methods to question themselves and critique their own work. Partnering students should also be evaluated on their use of technology to enhance their learning experience.
 Eventually students will face standardized tests, whether at the state or national level, but using these types of assessment in your class throughout the year will make students better learners to the point that not only do they understand the curriculum, but they know how to decipher the information given to them they may not fully understand.

Digital Natives: Chapter 9

 Its comforting to know that moving towards a partnered or a flipped classroom won't happen overnight, given the old paradigm of memorization and regurgitation..  Teachers need to get better at creating a partnering classroom, and students need to get better as learning in that environment.  Prensky says that coaching, guiding, goal setting, questioning, designing, etc each have their own improvement curve, and its okay to not be perfect at first.. but this absolutely isn't a reason for me to not try the hardest to make it as perfect as possible in the beginning stages. I think the most important thing with improving is flexibility and keeping detailed records. Improvement can then be made through iteration, practice, and sharing.
  If you've ever played a sport, you know that practice does not make perfect.. "perfect practice makes perfect," or "If you can't do it in practice how can you expect to do it in a game." This is the same for partnering. Iteration is the repetition of a process, so although the first instinct may to be abandon something that does work as desired, teachers can improve through iteration. This helps teachers find the best things to practice in their own specific teaching by removing things that don't work, trying new things, and always reflecting. Teachers can monitor their progress, reflect on activities and engagement, and record what works and doesn't work for different students and the class as a whole in journals or on private/public blogs. Iteration also provides variety since teachers are working towards the best techniques for their students and always changing and improving. Student work should reflect their own improvements and progress as well as they become more partnered learners. Conversation should exist between teachers and students about what is working for them and what is not, and how they feel they have improved on their previous work and why. Once a more perfect practice is in place to provide a basis for partnering, students need to be able to practice self-motivation, self discipline, the verbs, and making connections between passions and curriculum. But to do this, teachers need to offer broader opportunities and options by leaving their comfort zone and guiding the students effectively. Teachers can share their experiences and struggles along the way with each other to receive feedback through videos or blogs and learn from each other.
 The more verbs employed in the teaching, the more likely a true partnering classroom can be reached. I think the "flipped classroom" definitely applies to what the level 5 partnering classroom is, where "Students are expected to, and do, find or create guiding questions, do research, make presentations, self-form into groups, complete self-designed projects, lead and participate in critiques and discussions" (170) and help the teacher design classes for maximum engagement. I think as the year progresses, students will naturally move to this level.
 To alleiate boredom its important to get your students opinions early in the year about what they are interested in, what they consider boring, giving them choice and opportunities to interact with each other and different medias as much as possible, and be excited yourself over what you are teaching. I'll never forget a quote from Remember the Titans, "attitude reflects leadership." Students will have a positive attitude if you are constantly improving and reflecting on yourself, come in every day happy and eager, and actively engage them in the learning process. If they are constantly doing things they like, how can they be bored?