As we continue to engage students in a large number of science-related experiences to teach the standards, system-wide programs, and more, I'm at a point where I want to know what they have learned so far.
Analysis of recent years' science teaching efforts have shown us that while experiences often introduce students to important science concepts and ideas, those experiences don't always spell deep learning and understanding. That kind of deep learning takes a variety of learning endeavor including reflection, response, discussion, presentation, creation, and more.
So today I'll put together a helpful assessment that will give teachers on our team a good idea about what science concepts students have grasped so far and what concepts students still need to explore more.
I'll revisit the many science-related activities students engaged in, create a step-by-step assessment, and then review that assessment with teammates prior to giving students the time to complete the task. Once completed, we'll look carefully at what students understand well, and what we still need to review.
In order to quicken the analysis, I'll likely put the assessment on a Google form which will provide quick results to study. If we want deeper results in specific areas, we can add another assessment to gain that information.
This task will take some time, but it will be an assessment we can use in future years as well so it will be time well spent. Onward.
Monday, December 30, 2019
What is your place in the edusphere?
Yesterday I considered my place in the edusphere. Mostly I am committed to the grade-level students, families, and colleagues I work with daily, however I also share my work and thoughts via social media too.
Long ago I began sharing my educational thinking and work when I was seeking a broader educational group to share with, learn from, and gain support. On many occasions, many from the greater edusphere reached out to support me with good ideas, advice, and connections. That support truly helped me to grow my practice in many, many positive ways. I definitely became a better teacher and advocate for what is right and good in education over time.
I continue to consult the educational landscape as I continue to teach and develop my practice. Though unlike days in the past, I don't have as great a need to reach out beyond the school house these days as I have a strong support team there and a wonderful established PLN online. These support teams lead me to good books, research, conferences, and connections. We have many positive projects in the works and a positive team approach to teaching the students within our charge.
Unlike some in the edusphere, I've chosen to keep the bulk of my work local--to serve and work with the people at my school and in my state teaching/learning community. There have been opportunities to grow my practice outward, but due to my desire to be close to home and to commit to parenting and teaching, I've not embraced those opportunities with as much commitment or dedication. Sometimes, however, I do feel that urge to move beyond the local arena, and that's one reason why I blog, read, research, and write daily.
None of us can be in all places at once. To be a dedicated school teacher demands considerable time and effort. There isn't much left over to grow your practice beyond that environment and love and care for a family too. That's one reason why people have to make choices about where they'll invest their time and energy when it comes to teaching well.
The same is true in most professions--people can't do it all so they have to make choices about where and how they'll invest their energy. Those choices will change from person to person. As we choose, however, we have to be respectful and supportive of all the roles that support the work we do. For example, we could not teach well if we didn't have all the other integral staff in the school, staff such as office personnel, lunchroom workers, teaching assistants, custodians, nurses, and grounds crew. It takes all of us including numerous roles to support a successful school system.
I'm sure that most educators often consider their roles in the edusphere as they continue their careers--it's important to do that. That consideration has to include the respect for all the roles you don't choose, but that you do need--roles that include those who commit to the greater educational environment, educational leaders, researchers/writers, technologists, teaching assistants and so many more. Onward.
Long ago I began sharing my educational thinking and work when I was seeking a broader educational group to share with, learn from, and gain support. On many occasions, many from the greater edusphere reached out to support me with good ideas, advice, and connections. That support truly helped me to grow my practice in many, many positive ways. I definitely became a better teacher and advocate for what is right and good in education over time.
I continue to consult the educational landscape as I continue to teach and develop my practice. Though unlike days in the past, I don't have as great a need to reach out beyond the school house these days as I have a strong support team there and a wonderful established PLN online. These support teams lead me to good books, research, conferences, and connections. We have many positive projects in the works and a positive team approach to teaching the students within our charge.
Unlike some in the edusphere, I've chosen to keep the bulk of my work local--to serve and work with the people at my school and in my state teaching/learning community. There have been opportunities to grow my practice outward, but due to my desire to be close to home and to commit to parenting and teaching, I've not embraced those opportunities with as much commitment or dedication. Sometimes, however, I do feel that urge to move beyond the local arena, and that's one reason why I blog, read, research, and write daily.
None of us can be in all places at once. To be a dedicated school teacher demands considerable time and effort. There isn't much left over to grow your practice beyond that environment and love and care for a family too. That's one reason why people have to make choices about where they'll invest their time and energy when it comes to teaching well.
The same is true in most professions--people can't do it all so they have to make choices about where and how they'll invest their energy. Those choices will change from person to person. As we choose, however, we have to be respectful and supportive of all the roles that support the work we do. For example, we could not teach well if we didn't have all the other integral staff in the school, staff such as office personnel, lunchroom workers, teaching assistants, custodians, nurses, and grounds crew. It takes all of us including numerous roles to support a successful school system.
I'm sure that most educators often consider their roles in the edusphere as they continue their careers--it's important to do that. That consideration has to include the respect for all the roles you don't choose, but that you do need--roles that include those who commit to the greater educational environment, educational leaders, researchers/writers, technologists, teaching assistants and so many more. Onward.
Sunday, December 29, 2019
Second class citizen
For a long time, I've profited from the intelligence, courage, and great ideas of many educational leaders who share their knowledge, ideas, and questions online. These wonderful educators have greatly increased my capacity to teach well, advocate for promising change, and learn. I am grateful for knowing these educational leaders.
Yet, as I have learned from many of these people, I have felt a bit like a second class citizen. I have noticed that these groups include mainly men and young, beautiful women. Older women are mostly not embraced in these groups. There are a few exceptions here. I have simply accepted this as a fact that I don't fully understand. I have also accepted somewhat harsh responses to my ideas and work also without full understanding.
I know that I don't have the monopoly on knowledge, good speak, and best work, but I do know that I've spent a lifetime learning about teaching and teaching as well as I can. I have committed to continually updating my practice and advocating for research-based, promising change and growth in the field of education locally and beyond whereas many of these ed-leaders spend little time in classrooms or with children--their expertise is somewhat distanced from the challenges we face everyday in schools, and their advice is sometimes not relevant.
On the other hand, their courage and will to research and challenge educational systems, has made me think deeply about what I do and sent me to books, experts, conferences, and learning that I would not have considered before. This has created wonderful opportunity and good work with regard to teaching well. I appreciate this.
I'm not sure what to make of all this. I've thought about it often. This is my first attempt to express this situation. What do you think?
Yet, as I have learned from many of these people, I have felt a bit like a second class citizen. I have noticed that these groups include mainly men and young, beautiful women. Older women are mostly not embraced in these groups. There are a few exceptions here. I have simply accepted this as a fact that I don't fully understand. I have also accepted somewhat harsh responses to my ideas and work also without full understanding.
I know that I don't have the monopoly on knowledge, good speak, and best work, but I do know that I've spent a lifetime learning about teaching and teaching as well as I can. I have committed to continually updating my practice and advocating for research-based, promising change and growth in the field of education locally and beyond whereas many of these ed-leaders spend little time in classrooms or with children--their expertise is somewhat distanced from the challenges we face everyday in schools, and their advice is sometimes not relevant.
On the other hand, their courage and will to research and challenge educational systems, has made me think deeply about what I do and sent me to books, experts, conferences, and learning that I would not have considered before. This has created wonderful opportunity and good work with regard to teaching well. I appreciate this.
I'm not sure what to make of all this. I've thought about it often. This is my first attempt to express this situation. What do you think?
Big think to local action
Big think can leave us with grandiose plans about changing the world, but unless we translate that big think into local action, nothing will happen.
I've been thinking big all morning, and now it's time to translate that big think into local action--what will I do?
Simply:
I've been thinking big all morning, and now it's time to translate that big think into local action--what will I do?
Simply:
- Focus on our grade-level environmental science curriculum. We are involving the students in lots of standards-based, hands-on environmental education and advocacy. This is positive in so many ways.
- Focus on teaching a multi-modal, hands-on, standards-based math program that provides students with a strong foundation of mathematical skill, thinking, problem solving, and analyses.
- Focus on reading the book, Just Mercy, as I focus on my 2020 one-word, reverence.
- Make time to welcome and support family members as they celebrate milestone events, persevere in work/school endeavor, connect with and build relations with loved ones, and live good lives.
- Focus on the kind of self-care that allows me to live well and do well by others.
- Make time to reflect and plan for the future in ways that match my values and dreams.
- Speak out and work against hate and injustice via research, reading, writing, and support for political candidates and leaders who promote the best of whom we can be as a people and nation.
Onward.
How can we counter hate in the classroom?
I grew up in the sixties when there was a considerable emphasis on love, not hate. Martin Luther King, Jr's words were in the news daily, hippies and yippies were protesting the war in Vietnam, leaders were challenging people to serve one another.
My dad would share news articles with us nightly. At the dinner table, we discussed peace, protests, prejudice, religion, and more. Our teachers prompted similar discussions. I grew up hopeful about positive growth and change.
At my junior high, I met students from many religions and cultures. I also had teachers that represented many religions and cultures. Their words further educated me. The books I read and discussed at school provided me with a broader foundation of understanding of people all over the world, and later my friends and family members who traveled and worked abroad provided me with more education about this. After that I had the chance to travel some and learn even more.
I have always been intrigued and interested in the great diversity the world holds, and I have always been struck by the fact that amongst all that diversity, we mainly hold many same values and truths when it comes to family, children, the environment, and justice. While some may strike out against those who are different from them or for their own fame and gain, I still believe that most people around the world want the best for all--most want to build a just, peaceful, and fair world.
Sadly, in the recent past, there has been an uptick in hate crimes, hate speech, and prejudice. The world over has elevated leaders who are self-serving hate mongers rather than peace-loving, just leaders. Unfortunately, we see this in our own country as President Trump and his cronies lead for a few rich folk in hateful ways rather than lead for all Americans with win-win direction, action, and solution. Hopefully this is an overcorrection that will be righted soon. Impeachment is the first step--all Americans must stand up and work for next steps to rid our country of such me-first, hate-spewing leadership.
In the meantime, educators everywhere can work against hate in the following ways:
My dad would share news articles with us nightly. At the dinner table, we discussed peace, protests, prejudice, religion, and more. Our teachers prompted similar discussions. I grew up hopeful about positive growth and change.
At my junior high, I met students from many religions and cultures. I also had teachers that represented many religions and cultures. Their words further educated me. The books I read and discussed at school provided me with a broader foundation of understanding of people all over the world, and later my friends and family members who traveled and worked abroad provided me with more education about this. After that I had the chance to travel some and learn even more.
I have always been intrigued and interested in the great diversity the world holds, and I have always been struck by the fact that amongst all that diversity, we mainly hold many same values and truths when it comes to family, children, the environment, and justice. While some may strike out against those who are different from them or for their own fame and gain, I still believe that most people around the world want the best for all--most want to build a just, peaceful, and fair world.
Sadly, in the recent past, there has been an uptick in hate crimes, hate speech, and prejudice. The world over has elevated leaders who are self-serving hate mongers rather than peace-loving, just leaders. Unfortunately, we see this in our own country as President Trump and his cronies lead for a few rich folk in hateful ways rather than lead for all Americans with win-win direction, action, and solution. Hopefully this is an overcorrection that will be righted soon. Impeachment is the first step--all Americans must stand up and work for next steps to rid our country of such me-first, hate-spewing leadership.
In the meantime, educators everywhere can work against hate in the following ways:
- Find ways to represent all voices, lifestyles, cultures, races, and religions in the curriculum. Use video, literature, expert visitors, field studies, and research to broaden students' exposure to the diversity our country and world represents.
- Look for ways to highlight the contributions good people from all walks of life have brought to our world--don't just share the stories of well-represented groups, but instead make sure you share the good stories from underrepresented groups.
- When hate shows its ugly face, deal with it right away in educational ways that share the facts, background stories, and related information.
- Invite family members to tell their stories and share their cultures with the students--that's a great way for the entire community to learn about the diversity that exists.
Educators play an important role when it comes to promoting peace rather than hate. What ways do you deal with this in your classroom and school environment? What other ideas do you have?
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