The reason that I enjoyed the online classes was because it was an alternative, more independent way of thinking and learning. I have taken one online class in my program and I did not feel that I got as much out of it because it lacked the dialogue that can be created in a live classroom. With only three online classes, it created a change of pace that was refreshing and dynamic. I enjoy our discussions in class and I think we all benefit from sitting down together and talking. I would not increase the number of online classes, but I think three, with a conventional class in between each, was perfect.
Being able to complete my assignments from home or from work was a welcome change as well. I think that some students can share ideas and reactions easier in an online environment that is less confrontational. It is difficult for me to check in to the online environment several times during the week. I much rather prefer being able to do my work in one sitting. I might only suggest that reactions to other students’ work be made in the following week. I know that I, for one, often wait until the last minute to make my posts and so what I produce does not help the dialogue of the class.
Thursday, October 25, 2007
Implementing the UbD Lesson
Implementing the UbD Lesson
Any difficulty that I encountered with this lesson was centered around the notion of assessment. Checking for understanding during a lesson and not just after the lesson is over has always been a weak point of my teaching style. After implementing this lesson in my class, I realize that my problems in this area are attributable to my pacing of my lessons. I tend to rush through lessons a little too quickly. As a result, I do not take the time to assess understanding along the way. When reading primary sources, for instance, we need to spend more time deconstructing and discussing what we read. I need to do a better job of recognizing that any more advanced objectives cannot be accomplished by my students without a firm grip on the content. In this case, the readings from Deuteronomy and the article on the Supreme Court case needed to be addressed in greater depth. I longer review of Hammurabi’s Code might have provoked the students to make even better connections to Mosaic Law.
The students did respond well to the lesson as they love tying the present to the past. The discussion on the Supreme Court case was lively, I think, because we had addressed the Ten Commandments previously in good depth. Again, the issue is in the students who are not participating in the discussion actively. They may be able to do the homework because they have listened intently to other students’ opinions. However, on what level have I challenged them to think for themselves?
Any difficulty that I encountered with this lesson was centered around the notion of assessment. Checking for understanding during a lesson and not just after the lesson is over has always been a weak point of my teaching style. After implementing this lesson in my class, I realize that my problems in this area are attributable to my pacing of my lessons. I tend to rush through lessons a little too quickly. As a result, I do not take the time to assess understanding along the way. When reading primary sources, for instance, we need to spend more time deconstructing and discussing what we read. I need to do a better job of recognizing that any more advanced objectives cannot be accomplished by my students without a firm grip on the content. In this case, the readings from Deuteronomy and the article on the Supreme Court case needed to be addressed in greater depth. I longer review of Hammurabi’s Code might have provoked the students to make even better connections to Mosaic Law.
The students did respond well to the lesson as they love tying the present to the past. The discussion on the Supreme Court case was lively, I think, because we had addressed the Ten Commandments previously in good depth. Again, the issue is in the students who are not participating in the discussion actively. They may be able to do the homework because they have listened intently to other students’ opinions. However, on what level have I challenged them to think for themselves?
Reflection on UbD Lesson
Reflection on UbD Lesson
Any difficulty that I had in creating lessons in the UbD format was centered around the question of what I wanted to students to know at the end of the lesson. This is the point of the UbD template. It exposes the sort of “backwards” way that many of us create our lessons, where we design activities and then see what students will get out of them, rather than first deciding what we want them to know. It is difficult to resist that temptation, but the UbD format takes me back to my days of student-teaching, where I learned that the first step in lesson planning is establishing clear objectives.
I like the format of UbD when my goals of the lesson are skill-centered rather than fact-centered. By creating goals connected to the development of skills like critical reading, cooperative learning, or critical thinking, it helps me focus my lesson. I can say to myself, “this content lends itself to an primary sources so I really want my class to work on synthesizing these two opposing viewpoints of the subject”.
Any difficulty that I had in creating lessons in the UbD format was centered around the question of what I wanted to students to know at the end of the lesson. This is the point of the UbD template. It exposes the sort of “backwards” way that many of us create our lessons, where we design activities and then see what students will get out of them, rather than first deciding what we want them to know. It is difficult to resist that temptation, but the UbD format takes me back to my days of student-teaching, where I learned that the first step in lesson planning is establishing clear objectives.
I like the format of UbD when my goals of the lesson are skill-centered rather than fact-centered. By creating goals connected to the development of skills like critical reading, cooperative learning, or critical thinking, it helps me focus my lesson. I can say to myself, “this content lends itself to an primary sources so I really want my class to work on synthesizing these two opposing viewpoints of the subject”.
Monday, October 22, 2007
UbD Lesson
The Ten Commandments
(Judaism Unit)
Established Goals:
Students will…
• Identify the Ten Commandments as outlined in Deuteronomy
• Contrast the Ten Commandments to Hammurabi’s Law Code
• Evaluate the influence of the Ten Commandments on the American Law System
Understandings:
Students will understand that…
• We can examine a biblical passage from a historical perspective
• The American Law System was influenced by early Puritan/Biblical values
Essential Questions:
• How are the Ten Commandments similar to Hammurabi’s Law Code?
• What principles of the Ten Commandments are reflected in our American values?
Students will know…
• The Ten Commandments
• The details of the Ten Commandments court case
Students will be able to…
• Critically read a passage from Deuteronomy and an article describing the Ten Commandments court case (statue at the Alabama Court House)
• Refer to notes on Hammurabi’s Code to contrast them to the Ten Commandments
• List five ways that the values of the ten commandments are reflected in our American values
Performance Tasks:
• In groups of 2-3, read the passage from Deuteronomy and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard.
• List the Ten Commandments in your notebooks as found in the passage.
• Read a brief article on the Ten Commandments statue court case, and in your notebook, describe the position of each side.
• Homework: The Ten Commandments statue should/should not be removed from the court house rotunda. Defend both the affirmative and negative.
Other Evidence:
• Discussion and check-ins on Deuteronomy and court case articles. Notebook checks.
Learning Activities:
• Distribute and set up Deuteronomy reading. Read the passage in pairs and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard. Review.
• Distribute brief article on Ten Commandments court case. Read as class. Discuss. T-chart in your notes on the opinions of each side in the case.
• Assign homework.
(Judaism Unit)
Established Goals:
Students will…
• Identify the Ten Commandments as outlined in Deuteronomy
• Contrast the Ten Commandments to Hammurabi’s Law Code
• Evaluate the influence of the Ten Commandments on the American Law System
Understandings:
Students will understand that…
• We can examine a biblical passage from a historical perspective
• The American Law System was influenced by early Puritan/Biblical values
Essential Questions:
• How are the Ten Commandments similar to Hammurabi’s Law Code?
• What principles of the Ten Commandments are reflected in our American values?
Students will know…
• The Ten Commandments
• The details of the Ten Commandments court case
Students will be able to…
• Critically read a passage from Deuteronomy and an article describing the Ten Commandments court case (statue at the Alabama Court House)
• Refer to notes on Hammurabi’s Code to contrast them to the Ten Commandments
• List five ways that the values of the ten commandments are reflected in our American values
Performance Tasks:
• In groups of 2-3, read the passage from Deuteronomy and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard.
• List the Ten Commandments in your notebooks as found in the passage.
• Read a brief article on the Ten Commandments statue court case, and in your notebook, describe the position of each side.
• Homework: The Ten Commandments statue should/should not be removed from the court house rotunda. Defend both the affirmative and negative.
Other Evidence:
• Discussion and check-ins on Deuteronomy and court case articles. Notebook checks.
Learning Activities:
• Distribute and set up Deuteronomy reading. Read the passage in pairs and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard. Review.
• Distribute brief article on Ten Commandments court case. Read as class. Discuss. T-chart in your notes on the opinions of each side in the case.
• Assign homework.
Thursday, October 18, 2007
Schmoker
After reading Schmoker, I am left feeling torn between two opposing ideas. On one side, I can see in my own practice and in my own school how the lack of collegiality and the “buffers” that have been erected have created atrophy in the professional development of our faculty. On the other, I am skeptical of how our school day could be restructured to allow for better cooperation and communication between teachers. Token attempts have been made in the past, but have only been successful in reinforcing the “island” mentality of our staff.
As a fourth year teacher who just earned his tenure, I can appreciate what Schmoker means when he says that teacher training, unfortunately, ends with the hiring of a candidate. My school culture does divert teachers from “continuously improving their mastery of effective instructional and assessment practices.” I had a mentor, but he was on the other side of the building. We never sat down. We never spoke candidly about my successes and failures. Our contact was confined to conversations on the run, impromptu meetings in the hallways, etc. I wonder what would happen to the survival rate of new teachers if more was done in the way of providing them with guidance and support? On one hand, we all try to ease new teachers anxieties by reminding them that they don’t know everything yet. I know that my words of wisdom to new teachers and to myself has always been, “this job is hard, but would you really want to work in a career that was could be mastered in a year?” On the flip side, what do we do to help these novice professionals? What training are they given? What practical help and advice? How do we ease their transition? There certainly is merit to the “baptism by fire” idea. Teachers need to make mistakes and learn from them. But what will they learn? Like a new golfer, who can pick up bad habits and techniques that will plague them forever, new teachers fall into similar predicaments. New teachers need guidance.
The phenomenon of isolation is also evident in my school. Many teachers have the “just leave me alone and let me teach” mentality. However, how are we to improve as educators if we do not take advantage of our collective knowledge and experiences? As Schmoker points out very astutely, other professionals turn to each other for help on a routine basis. The only explanation for our isolationist attitude is our insecurity and fear of a perceived judgment or criticism. Schmoker makes us uncomfortable because we need to face the fact that the perceived “good teacher” is not necessarily an effective teacher in reality. That is certainly the case in my school, where I some of the best teachers, from my perspective, are the most underappreciated.
As a fourth year teacher who just earned his tenure, I can appreciate what Schmoker means when he says that teacher training, unfortunately, ends with the hiring of a candidate. My school culture does divert teachers from “continuously improving their mastery of effective instructional and assessment practices.” I had a mentor, but he was on the other side of the building. We never sat down. We never spoke candidly about my successes and failures. Our contact was confined to conversations on the run, impromptu meetings in the hallways, etc. I wonder what would happen to the survival rate of new teachers if more was done in the way of providing them with guidance and support? On one hand, we all try to ease new teachers anxieties by reminding them that they don’t know everything yet. I know that my words of wisdom to new teachers and to myself has always been, “this job is hard, but would you really want to work in a career that was could be mastered in a year?” On the flip side, what do we do to help these novice professionals? What training are they given? What practical help and advice? How do we ease their transition? There certainly is merit to the “baptism by fire” idea. Teachers need to make mistakes and learn from them. But what will they learn? Like a new golfer, who can pick up bad habits and techniques that will plague them forever, new teachers fall into similar predicaments. New teachers need guidance.
The phenomenon of isolation is also evident in my school. Many teachers have the “just leave me alone and let me teach” mentality. However, how are we to improve as educators if we do not take advantage of our collective knowledge and experiences? As Schmoker points out very astutely, other professionals turn to each other for help on a routine basis. The only explanation for our isolationist attitude is our insecurity and fear of a perceived judgment or criticism. Schmoker makes us uncomfortable because we need to face the fact that the perceived “good teacher” is not necessarily an effective teacher in reality. That is certainly the case in my school, where I some of the best teachers, from my perspective, are the most underappreciated.
Thursday, October 11, 2007
Tuesday, October 9, 2007
Did You Know? ('cause I sure didn't)
As I watched this video, my initial reaction was much the same as I imagine many of classmates. The United States is going to hell in a handbasket. The world is rapidly changing and we are ill-equipped and in denial. China and India (or the artificial intelligence robots) will be running things sooner than later. Like the Roman Empire before us, the United States century-long strangle hold on the world will shortly come to an end. Of course, this the unstated goal of the video. The creator, as evidenced by the music, created a gravity to the situation. He also attempted to oversimplify a profoundly complex topic by stating naked, unsupported, (and, by the way, unsubstantiated) facts and leaving the viewer to infer the consequences.
Maybe I will try to infer something different than what he wanted me to. We cannot assume that we know the outcome of these changes to the world. We will not know the effect of these facts for years. The very nature of these rapid changes necessitates a level of uncertainty. Does it all look good for the United States if we continue our slow adjustment to these lightning changes? No. Should we assume the extinction of America like we are a nation of dinosaurs just waiting for the meteor to come and block out the sun?.... If we resign ourselves to the sheer magnitude of educated young adults being turned out in India and China, then any attempt to mobilize and better educate our students would be futile anyways. Their superiority in numbers could not be overcome. Fortunately, in today's world, unlike the feudal fief or factory floor, size does not necessarily matter.
More than anything else, I believe that preparing students for the 21st century, means a reaffirmation of what today's educators agree are the most important things that we should be teaching them. The things that we all agree are not measured on standardized tests. Students need to become problem-solvers. They must be literate, critical thinkers who can work with others and articulate their substantiated opinions both verbally and in writing. Secondary to this is any training in practical technology. Once we acknowledge that 1) technology evolves at an ever increasing rate and 2) students exposure and competency with regard to technology comes from their personal lives, we can feel more comfortable focusing on skill-building. What the inclusion of technology in classrooms does tell me, however, is that more than ever we must shed the pressure to cover a set list of content curricula. Rather, content curriculum should be the vehicle by which we encourage and foster critical thinking and skills in technology. That is how we will prepare today's students for tomororow's world.
Maybe I will try to infer something different than what he wanted me to. We cannot assume that we know the outcome of these changes to the world. We will not know the effect of these facts for years. The very nature of these rapid changes necessitates a level of uncertainty. Does it all look good for the United States if we continue our slow adjustment to these lightning changes? No. Should we assume the extinction of America like we are a nation of dinosaurs just waiting for the meteor to come and block out the sun?.... If we resign ourselves to the sheer magnitude of educated young adults being turned out in India and China, then any attempt to mobilize and better educate our students would be futile anyways. Their superiority in numbers could not be overcome. Fortunately, in today's world, unlike the feudal fief or factory floor, size does not necessarily matter.
More than anything else, I believe that preparing students for the 21st century, means a reaffirmation of what today's educators agree are the most important things that we should be teaching them. The things that we all agree are not measured on standardized tests. Students need to become problem-solvers. They must be literate, critical thinkers who can work with others and articulate their substantiated opinions both verbally and in writing. Secondary to this is any training in practical technology. Once we acknowledge that 1) technology evolves at an ever increasing rate and 2) students exposure and competency with regard to technology comes from their personal lives, we can feel more comfortable focusing on skill-building. What the inclusion of technology in classrooms does tell me, however, is that more than ever we must shed the pressure to cover a set list of content curricula. Rather, content curriculum should be the vehicle by which we encourage and foster critical thinking and skills in technology. That is how we will prepare today's students for tomororow's world.
Thursday, October 4, 2007
Flow
As I began to read, I had to struggle not to roll my eyes... "more than anything else, men and women seek happiness". Wow, that's profound (sarcastic tone). But I owe a great apology to Smith and Wilhelm because their I identified with their four main principles of flow experiences. What a great way to begin to design meaningful and exciting lessons for students. Nothing that they state IS too profound, but the way that is is organized and delivered in such clear terms makes total sense. I think it resonated so well with me, and I assume with many others, because I have experienced the sensation that they are describing. Whether it be in the weight room or the class room, I appreciate all four of those characteristics. Obviously, it is a far greater challenge to fit activities into the curriculum that serve the duel purpose of creating flow for students and also satisfying standards. You wanna talk about differentiating instruction?!?!?!?!? The bar could not be set any higher. The challenge could not be greater than to to try and create a genuine flow experience for 27 students in a single class.
The only thing that I would also respectfully submit is that, while I think there is genuine value to these ideas, we must stop short of treating them like they were gospel. Students need to be able to do things that they do not want to do. They need to complete tedious tasks. They need to focus when they are distracted. They need to suck it up and get things done sometimes. That, too, is an acquirable skill. I don't see educators ever running short of opportunities to accomplish these things. Obviously, we should focus on engaging students as much as possible. However, I just needed to remind myself that we cannot lose sight of the fact that students must be able to sometimes accomplish a task or achieve to the best of their ability, even if there does not exist an external motivation beyond their grade.
The only thing that I would also respectfully submit is that, while I think there is genuine value to these ideas, we must stop short of treating them like they were gospel. Students need to be able to do things that they do not want to do. They need to complete tedious tasks. They need to focus when they are distracted. They need to suck it up and get things done sometimes. That, too, is an acquirable skill. I don't see educators ever running short of opportunities to accomplish these things. Obviously, we should focus on engaging students as much as possible. However, I just needed to remind myself that we cannot lose sight of the fact that students must be able to sometimes accomplish a task or achieve to the best of their ability, even if there does not exist an external motivation beyond their grade.
A Letter to Scott Garrett
Dear Representative Garrett,
My name is Tom Montuori and I am a teacher at Dumont High School in Bergen County. I am writing to share my perspective with you on the NCLB Act. As an educator, I feel I have a valid, but marginalized viewpoint on the active role the federal government can take in improving public education on the local level. I should preface my words by saying that I am not “anti-standards”, as many of my colleagues appear to be. Any realistic proposal for federal education policy must rely on a set of standards. If utilized properly I believe that standards do not have to be regarded by reasonable teachers as a counter to what we are trying to accomplish in the classroom. Rather, standards need to be address the specific needs of a area.
The ramifications of the NCLB Act are far-reaching and almost entirely negative on the quality of education in public schools, particularly those in under-funded districts. There seems to be a disconnect between the needs of schools and the perceptions and attitudes of our lawmakers. How could the national government ever hope to satisfy the needs of 50 diverse states with a blanket law to govern them all? A nation that prides itself on diversity must also do more to recognize and accommodate the cultural and socioeconomic diversity that exists within its 300 million-person population. The challenges of educating children in New Jersey or Massachusetts are profoundly different from those faced in Kansas or Nebraska.
I am fortunate to teach in a school district where local taxes fund the vast majority of the school budget. The socioeconomic status of our residents indicates that the standards outlined by the national government will not be a challenge to satisfy. Coupled with the fact that our district does not rely on federal dollars, it is plainly obvious that the NCLB Act influences the instruction in our district to a far less degree than many nearby districts.
These facts lie at the heart of what is inherently wrong with the NCLB Act. The districts where student achievement is lowest, where local funding is minimal, where the quality of facilities and resources is most lacking are the very districts that the NCLB Act have affected. Under-funded schools are placed in a position where they must decide what is most important. Invariably, local administrators and teachers must take the necessary measures to insure that their federal funding will not be cut off. Teaching to the test is the immediate consequence in the classroom. However, how can a single set of standards adequately cover what children need to know in Charleston, West Virginia and East Los Angeles, California?
I would respectfully submit what the representatives such as you need to remember is what our Founding Fathers intended in the Constitution. The states were delegated the power to control education within their borders. The NCLB Act is a thinly veiled attempt to circumnavigate that ideal, by dangling federal dollars before schools like a carrot on a stick.
Sincerely yours,
Tom Montuori
My name is Tom Montuori and I am a teacher at Dumont High School in Bergen County. I am writing to share my perspective with you on the NCLB Act. As an educator, I feel I have a valid, but marginalized viewpoint on the active role the federal government can take in improving public education on the local level. I should preface my words by saying that I am not “anti-standards”, as many of my colleagues appear to be. Any realistic proposal for federal education policy must rely on a set of standards. If utilized properly I believe that standards do not have to be regarded by reasonable teachers as a counter to what we are trying to accomplish in the classroom. Rather, standards need to be address the specific needs of a area.
The ramifications of the NCLB Act are far-reaching and almost entirely negative on the quality of education in public schools, particularly those in under-funded districts. There seems to be a disconnect between the needs of schools and the perceptions and attitudes of our lawmakers. How could the national government ever hope to satisfy the needs of 50 diverse states with a blanket law to govern them all? A nation that prides itself on diversity must also do more to recognize and accommodate the cultural and socioeconomic diversity that exists within its 300 million-person population. The challenges of educating children in New Jersey or Massachusetts are profoundly different from those faced in Kansas or Nebraska.
I am fortunate to teach in a school district where local taxes fund the vast majority of the school budget. The socioeconomic status of our residents indicates that the standards outlined by the national government will not be a challenge to satisfy. Coupled with the fact that our district does not rely on federal dollars, it is plainly obvious that the NCLB Act influences the instruction in our district to a far less degree than many nearby districts.
These facts lie at the heart of what is inherently wrong with the NCLB Act. The districts where student achievement is lowest, where local funding is minimal, where the quality of facilities and resources is most lacking are the very districts that the NCLB Act have affected. Under-funded schools are placed in a position where they must decide what is most important. Invariably, local administrators and teachers must take the necessary measures to insure that their federal funding will not be cut off. Teaching to the test is the immediate consequence in the classroom. However, how can a single set of standards adequately cover what children need to know in Charleston, West Virginia and East Los Angeles, California?
I would respectfully submit what the representatives such as you need to remember is what our Founding Fathers intended in the Constitution. The states were delegated the power to control education within their borders. The NCLB Act is a thinly veiled attempt to circumnavigate that ideal, by dangling federal dollars before schools like a carrot on a stick.
Sincerely yours,
Tom Montuori
Subscribe to:
Posts (Atom)