The Networked Student

With an increasing awareness of the capabilities of technology, students are readily exposed to a wealth of information within seconds. They are able to learn independently and with the support of others. This video shows how students are able to use technology to form networks. It covers the various types of networks available and the perceived benefits of utilizing them. The Networked Student concludes by explaining the role of the teacher in the mix of things. It does make you wonder what our role will be in the years to come. Will we still be needed?

Thank you Donna! :-)

Curriculum - Revised

Click on the image for my first attempt at voicethreading.

Curricular Metaphors

The article, Curricular Metaphors, examines how modernist, postmodernist and constructivist perspectives effect student learning. Since 'curriculum' can encompass a wealth of diverse definitions, the author also analyzes the term and it's impact on students with regard to curriculum as subject matter, as programme of planned activities, as agenda for social reconstruction, as cultural reproduction, as discrete tasks and concepts, as intended learning outcomes (which is where we are headed with the new curriculum), as currere, as experience and as being null or hidden.

Where do I lie on this continuum? Am I a traditional or progressive teacher?

Paradigm Shift

Building A New Paradigm is an indepth site covering a range of curricula and student learning issues backed with interesting facts and statistics. It reveals thinking and learning processes in past, present and future education. It also uncovers and explains the complexities brought about by the introduction of the internet - a discovery that is sure to "change what schools are and do . . . forever."

Building a New Paradigm summarizes the societal changes of the past 40 years which lead to dramatic alterations in education. Dramatic as these changes are, imagine where we are heading in the future. What will 2020 bring?

The site critically analyzes and compares the new paradigm (internet based) with that of the old (book based). The shift ties in nicely with our current curriculum and emphasizes the importance of both knowing and understanding. It also promotes inquiry learning and higher order thinking. It does make me wonder however, how to handle assessment, as inquiry learning often leads us astray from the recommended curriculum.

Interestingly, the site also discusses the expectations of the school and how the responsibility has changed over the years. Schooling is more than just the transmission of traditional knowledge. It now encompasses parenting responsibilities such as ethics and values. It also touches on the transmission of knowledge - at one time delivered to the student from the teacher, but now readily available from outside sources, the internet and increasingly, other students.

What happens in education is up to us - the teachers. We have the power to change the way we teach and make a difference in our students' lives. We have the capabilities of expanding the ways we share knowledge. We can make teaching and learning more effective. Are we ready for this challenge?

Parent Teacher Interviews

Ahh . . . the season is upon us for the enjoyable parent teacher interviews. What a special time of year! Teachers gather together under the ball-stuck gym roof, parents huddle in long line ups, and students linger in the halls - as far away from the action as possible. Especially well-done works of art are plastered on the walls and soft music echoes down the corridors - simulating a warm, friendly, nurturing envirnoment. Brrring . . . the bell rings for parent change and everyone gets up and quickly shuffles to the right, settling in on the cracked plastic chair in front of yet another teacher. What a memorable experience!

Parent teacher interviews are different than I remember. Today, more onus seems to lie on the teacher in getting students caught up and improving marks. In my days, parents expected students to find out what needed to be done on their own and then ensured the work was completed at home, in place of watching tv and spending time with friends or sports. It seemed as though students were more responsible for their successes (or failures). When we didn't grasp a concept in school, we worked very hard at home to learn and review the new ideas - we did homework! We also had the luxury of having our parents help - in my situation anyhow. Now, parents seem to put the burden (strong word but true) of learning TOTALLY on the teacher. They want to know how we are changing our insruction to meet the needs of all students (which is acceptable), but they also want to know how many noon hours and recesses we can dedicate to their child and they want us to keep in constant contact - again, a good idea, but can't the parents be the ones to initiate the communication sometimes? Are the parents sitting down with the children and helping with assignments or reinforcing the idea that an education is important? Are the parents regularly communication with the child about school experiences? Are they taking an active role in the learning realm?

A common question that parents ask about are missed assignments and failed tests. They are often surprised at the number of assignments we do and generally do not even realize that we take daily anecdotal notes which are incorporated into their child's evaluation. They are more interested with students' written school work than in skill development and progress of the soft skills - the skills that will transfer to other areas. They tend to downplay the process and dwell on the final outcome. Does this mean that the finished product is more important than the process?

Take Our Kids To Work

Working for a living isn't all it's cracked up to be -- and once a year, during the month of November, students get a chance to experience it first hand. As part of a nation wide program, grade nine students get to shadow their parents at work for an entire day. They learn so much about the different occupations, the role of the family, and about themselves. It truly is an opportunity for self-discovery in a safe, controlled environment. So many students have been telling me about their amazing experiences that I thought I would delve into the program to gain insight and a better understanding of it and its value. How does it fit into our Saskatchewan curriculum - or does it? Hmmm . . . what better time to do a little discovery on my own then now - for Interrogating the Curriculum class!

Product vs. Process

"If an educational program is to be planned and if efforts for continued improvement are to be made, it is necessary to have some conception of the goals being sought. These educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed and tests and examinations are prepared. All aspects of the educational program are really means to accomplish these basic educational purposes" (Tyler).

Using Tyler's rational, it is product that precedes process in educational programming. Without a clear indication or concept as to the purpose of a lesson, how do we plan, implement and make change? On the other hand, how can we possibly foresee the future and its' needs? Is it not more important to focus on the steps taken to achieve an objective and how these same steps can be carried over to various situations - no matter what the intended outcome?

All this being said, even with the best laid plans, outside forces/influences greatly impact our goals and alter our purposes. For example, with time constraints in the system the way they are, are we educating to meet deadlines or to insure student understanding? We sometimes tend to worry more about what content should be covered in the time available than we do about what students acquire. We are somewhat bound by the curriculum and the pressures it places on us. Ironically, it is interesting how some post-secondary institutions require students to have a specified number of 'hours' in before being accepted into their programs - not knowledge, but hours!

My field, career development, has changed greatly over the years. At one time, we received only career guidance and career education (support in choosing an occupation and finding information as well as the types of occupations available). Today, students experience career development - an accumulating process from kindergarten to graduation - culminating in the development and fine tuning of soft, transferable skills. This development continues through life - outside the education system. Is this to say that process is more important than product? Am I still focusing on creating a product that can adapt to any given 'outside' situation?

"The ultimate goal is to teach learners to self evaluate their own reasoning. If they cannot do that - to know that their own reasoning is good or bad about something, we will have failed them." - anonymous

Dream*ISM

I'm not so certain I have one true -ISM, but rather, a combination of many. I envision the future as a place of great turmoil, change and debate. Meeting the high expectations and every-changing demands of society will be a constant struggle. My -ism can best be summed up as follows . . .

Description: Experiential learning - encouraging students to discover their own path through hands-on experiences in diverse environments
Key Theorists: Strong emphasis on Dewey (with some influence from existentialists and realists)
Epistemology: Aquiring and ameliorating hard and soft skills through hands-on applications - very much experiential and self-directed
Ontology: How can I better society through my contributions?
Role of Teacher: Encourage students to explore themselves, the world and how they fit together. Guide them in discovery and make them aware of the vast possibilities. Create and nurture confidence. Expose them to new experiences and interactions! Provide a wealth of choices.
Role of Student: Follow their heart and their dreams. Nothing is impossible! Try new things! Make possible the impossible! Develop new skills! Never stop learning!
Visual Metaphor: A mouse in a maze - we may be unsure of the path we follow, but if we try our hardest and never give up, there is a reward waiting for us at the end! Should we stumble along the path, new experiences and challenges await us, all of which add to our character and strength.

"Life is a journey - not a destination"

My Thoughts

Where do I stand on curriculum - its creation, implementation, evaluation and purpose?

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This is a multi-faceted question with no concrete response. On one hand, I find it a necessary tool in guiding the teaching/learning process and ensuring the transmission of 'pivotal' knowledge and experiences. On the other hand, however, comes my optimistic view that as professionals, we are more than capable of determining our students' needs and shouldn't be consistently preoccupied with having to answer to a higher power or be forced to cover a certain amount of content in a specified time at a particular grade level. Does the curriculum have to be as prescriptive as it once was or are we slowly adapting to today's demands and allowing more individual freedoms to better explore local and personal interests and needs?

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I ask myself -- Is it more important for students to know that the chalazone of an egg holds the yolk in place . . . or that they know how to fry an egg? Do I want my French class to correctly conjugate and spell fifty verbs in four different tenses . . . or be able to carry on a meaningful conversation using the language? Do I encourage students to determine their path in life and choose only classes that pertain to this choice . . . or keep their options open by focusing more on developing/enhancing the soft/transferable skills? Where do my priorities lies to delivering the formal curriculum?

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Allowing teachers choices in adaptation of content and its delivery is momentous. As long as we recognize that each student possesses unique talents and needs, it is our professional obligation to ensure we adequately meet these needs while still challenging them with high expectations. Maybe the format/idea of the new curriculum is 'bang on'!

Philosophy of Schooling

Tyler questions whether students should fit into the present society or if they should seek to improve society. According to Tyler, "if the school believes its primary function is to teach people to adjust to society, it will strongly emphasize obedience to the present authorities, loyalty to the present forms and traditions, skills in carrying on the present techniques of life. Whereas if it emphasizes the revolutionary function of the school, it will be more concerned with critical anaysis, the ability to meet new problems, independence and self-direction, freedom, and self-discipline."

How does the new curriculum support Tyler's rational?

The nature of our society is dynamic - what we do today, will quite likely be obsolete just a few years down the road.

Are we evolving to keep up with the times?

Inquiring Minds Want To Know

A powerful presentation that questions traditional school practices.

No Bobby Left Behind

For all those King of the Hill lovers out there - last night's episode (Season 13, episode 5) was about standardized testing. The producers were creative in finding ways to raise the school's average by eliminating 'doubtful' students. It was a rather sad, but true look at the whole "No Child Left Behind" idea. I only managed to find a clip but will post the episode when I can. Since it isn't available for download yet, I also found a video that summarizes the ideas quite well.

Things You Really Need to Know

A friend of mine shared this wonderful site that lists the ten things you should know/learn in school. It really makes one think about meaningful education. Does the current curriculum address all these areas?? How well are we preparing our students for their futures??

Things You Really Need to Learn

Thanks Donna!

Curriculum as Process

Process, according to the American Heritage Dictionary, is a series of actions, changes, or functions bringing about a result or product. The Middle Years Career Education Curriculum is just this - a process - it presents a number of opportunities for students to explore themselves (their capabilities, their interests and their skills) while broadening their knowledge and attitudes. It is NOT designed to steer students into a particular role or occupation, but rather, to provide an opportunity to discover and explore their personal interests and make them aware of the vast array of choices available. It is also about participating and connecting with the community on their journey to becoming positively contributing citizens. It is a focus on the transferable skills needed during the transition from school to work.

This preparation for the 'outside world' is a process - a never ending process! "Career development is a lifelong process which continues from school to work and, for an increasing number of people, beyond retirement." Multiple life career changes are common as the idea of career stability and sustenance of long-term employment is quickly fading away. It is for this precise reason that we must focus on process - building the skills required to be successful in any given situation. We no longer ask students what they want to be when they finish high school, but rather, what their next step in learning will be. Building a career IS A PROCESS and we are fooling ourselves if we believe it ends in a definite product.

The curriculum's key concepts or goals include (1) building lifelong learners; (2) building a sense of self and community; (3) building engaged citizens; (4) cross-curricular competences; (5) developing thinking; (6) developing identity and interdependence; (7) developing literacies; and (8) developing social responsibility. These competencies reflect the Common Essential Learnings and are found throughout the curricula in any and all areas of study. They are also inquiry based - as each learner constructs their own career pathway appropriate to their individual understandings.

"We don't want you to stop dreaming. We want you to know that your dreams may change as you test them out. Your reality might even be better than your dreams - especially if you are willing to try new adventures with unknown outcomes." - Krumboltz & Levin

Inquiry fully engages students, which leads to deeper understandings. It is not a step-by-step process, but rather a cyclical process "with various phases of the process being revistied and rethought as a result of students' discoveries, insights, and construction of new knowledge." This process echos that of action research - the process we follow as educators to gain deeper and more meaningful understandings of our own actions and thoughts.
Although wonderful in the freedoms the curriculum allows teachers to have, it is difficult for first timers to use as it does not yet include any support materials (they are to be available on line - but when?). A first year teacher may find the freedom overwhelming, as the 'old' curriculum provided more guidance and supplementary, user-friendly materials that could be easily adapted and incorporated. Likewise, in the posting by OECD which states "as a result to limited or insufficient training arrangements, many career guidance practitioners receive no thorough grounding in basic theories of career guidance." This lack of theory and experience make it cumbersome to develop lessons for the 'first timer'.

Only time will tell how this 'new' curriculum will be perceived, implemented and measured as well as the ultimate goal - producing a critical, competent thinker!

The 'Unknown'

The provincial curriculum is a predetermined statement of intended outcomes, products or competencies that act as a guide in our teaching. It can be closely monitored and assessed. But what about the 'other' curriculum? What about the hidden, null or implicit curriculum? Who sets it? Who monitors and assesses it?

Teachers have much more power than one would expect in delivering the curriculum. Our impact on students and the shaping of their mind is immense. Co-existing with the explicit curriculum, and often oblivious to us, is the implicit curriculum or the values, morals, biases and personal beliefs we emit everyday in our interations with students and colleagues. These messages are emitted concurrent to teaching, without even realizing it and are readily absorbed by students. We are the curriculum - but are we an effective, efficient one? It is important to decipher our own interpersonal relationships with students and the 'hidden' messages we send. Is what we are sending helping or hindering the student?

The curriculum cannot always be taken at face value. Although it outlines what, when, how, to whom and why it exists, it does not include crucial elements of learning such as the day-to-day dynamics between students and teachers and the fundamental messages we exhibit either intentionally or unintentionally. If student thinking and reasoning is covertly steered by what they absorb in the classroom, how do these messages impact student learning and character development? Am I reinforcing good work ethics, cooperation, teamwork, perseverance, problem solving, respect, etc. through modelling? Do I promote self-confidence, organziation, life-long learning, responsibility and self-motivation?

Our 'hidden' ideas and values play an immeasurable role in education and we must be vigilant in the messages we send. We shape the future - be it negatively or positively. We set the classroom climate and have 'power' over how much and to what extent students learn. What we do in the classroom, beyond the formal curriculum, makes a bold statment. We must be sure that the impact we make on students is one that we want to last a lifetime.

Teach - Don't Preach!

Keep It Positive!

Where Has Creativity Gone?

Sir Ken Robinson focuses on creativity as being a crucial part of education. He goes on to explain how we squander the tremendous talents that students possess and how the structure of education must rise to highlight and nurture these capacities in order to meet today's needs and tomorrow's challenges.

The future is so uncertain and we can never be sure as to the direction education is taking, yet it is our job as teachers to predict this future and prepare our students for it. It is a future that we may never see . . . but they will! Will they be ready?

Making Real Connections

Since beginning this blog, my views and opinions of curriculum have somewhat altered, or perhaps, become more fine tuned. I believe it is of significant importance to make sure learning is relevant, authentic and connected to everything the students may encounter - be it at work, with the family or in the community. Not all curriculum, unfortunately, is developed to meet these needs in every student - which is understandable. But it is vital that we, as teachers, be given the freedom to alter and adapt the content, delivery and assessment procedures to meet the diverse needs of our students. Making learning applicable and relevant to all students is my primary concern. How practical is what I am teaching? Is it authentic? Is it something that can be used immediately in everyday life?

It has been proven that discovering relationships between concepts or subject areas enriches students' learning and helps them better relate to the world outside of school. Are we adequately and effectively promoting this? Are we making the connections apparent? Interdisciplinary projects that cross content areas promote such thinking strategies as critical thinking, personal perspectives / judgements, and analytical observations. This knowledge, hopefully, transfers to real world applications. Students are exposed to higher order thinking and develop the necessary skills to survive in an ever-changing world. How integrated are my teachings?

Curriculum must also make allowances and inclusions for our multicultural society. Possessing an awareness of the cultural differences that exist in our society is vital. As well, parental and community involvement is crucial. The benefits of this connections are innumerable and greatly enhance student achievement. I continue to strive to include parents/guardians in the class and make regular contact with the home but due to time constraints (haven't we heard that one before?), I often tend to focus on student behaviour as opposed to achievement. How can I encourage more 'home' and community participation? What is the communities role?

So now what? How have my readings changed my personal perspective on curriculum? I think we are too concerned with meeting the provincial needs and attempting to meet these needs within a specified amount of time. I think it is more important to let students dictate the direction we are taking - with some guidance of course! Taking the time to allow students input into their learning is fundamental. Making learning relevant and purposeful is primary. I guess this is where we as teachers come in - altering the curriculum as we see fit for our demograhics - making ourselves unique curriculum writers!

Why We Need To Teach Technology in School

The Whole Child

If Technology Is Where It's At . . .

"It Simply Isn't the 20th Century Any More Is It?:

So Why Would We Teach As Though It Was?"

K12 Online Conference 2008 invites participants from around the world to explore all that technology has to offer. Educators world wide share ideas to improve learning during this FREE online conference. Our very own Dr. Couros and D. DesRoches from the Battlefords will be presenting. Be sure to check it out for some innovative and informative ideas! The key note topic (as mentioned above) caught my eye and I wanted to share the experience with you.

In this video, Stephen Heppell discusses factory shools, where students "inwardly digest somebody else's information" as well as the profound impact of distance education in building communities. He concludes with the statement "this is the death of education but it is wonderfully the dawn of learning" - how penetratingly shrewd!

Bloom's Taxonomy

BlOOM's tAXonOMy addresses the cognitive (knowledge), affective (attitudinal) and psychomotor (skill) domains of thinking behaviors. Until recently (2001), the hierarchical concept has been used world wide as the tool for classifying learning objectives (outcomes) and evaluating assessments (indicators). A new version, by Anderson and Krathwohl, attempts to make it a "more authentic tool for curriculum planning, instructional delivery and assessment" by altering the terminology, structure and emphasis to align with the needs of the 21st century.

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing,
inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose
through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through
generating, planning, or producing.
(Anderson & Krathwohl, 2001)

How parallel does this new taxonomy run with our current educational goals, objectives, activities and assessments?

Check out the "New Taxonomy"

Shift Happens!

Are we experiencing a fundamental shift in attitudes, beliefs and approaches when it comes to deciphering the curriculum . . . or are we just approaching it from different perspectives based on different experiences, different needs, and different understandings?

Knowledge Most Worth Knowing

My personal belief is that we place too much emphasis on the 'written curriculum' and neglect the more pertinent, relevant and sometimes time-sensitive issues. In my measly twelve years of teaching, I've witnessed many changes in society and education. Are they good? Are they effective? I'm not so certain! Are we keeping up with what the students really need - a safe, healthy, empathetic, nurturing environment? Are we acknowledging societal changes in technology, incorporating them into our practices and regularly/voluntarily updating our own skills? Are we acting as surogate parents with the responsiblity falling on our shoulders to ensure students possess not only the basic skills, but also the soft skills (once passed on through family values and customs) to adequately function in life? Are we 'raising' our students to be independent, self-motivated, critical thinkers that can survive in a dog-eat-dog world plagued with countless problems in need of solutions?

I believe fuNDamENtaL skills (the skills needed to provide a base for further development) such as communication, information management, numeracy and problem solving; pERSonal mANagEmeNT skills (the attitudes and behaviours that drive one's potential for growth) such as the demonstration of positive attitudes, responsibility, adaptability, continuous learning and safety; and TeamWORk skills (the skills and attributes needed to contribute productively) such as working with others and participation should form the basis of the education system. This, to me, is the knowledge most worth knowing. The development of these skills is of vital importance in our students' lives. These are basic, transferable skills that are applicable in a number of circumstances. Teaching these skills, however, raises many questions . . . after all, teaching responsibility doesn't come from a textbook.

Through modelling and mentoring these skills, we expose students to experiences they may otherwise never encounter. We emphasize the importance of the competency and encourage reciprocity in their personal practices. We make connections to how they are applicable and necessary to the 'outside' world. We ensure our subject content lessons encompass a variety of these soft skills and we provide constructive feedback and careful guidance to ameliorate these vital skills. Assessment may not be in the form of an A+ or 92%, but in posiitive daily interactions they have with peers, teachers, and the community. Building a sense of belonging, self-esteem and confidence in students is immeasurable and cannot be neglected.

In my position, Career Development Consultant, it is crucial to provide students with education, information, awareness and choices while instilling confidence and an air of self-worth. My goal isn't to ensure they know the exact path they wish to follow and set them happily on their way, but to recognize the plethora of skills, abilities and interests they possess and explore the numerous options available in this fast-paced, ever-changing twenty-first century world. It is the journey that is important - not the destination!!

I feel it is my responsibility to ensure ALL students are exposed to a wealth of career-building opportunities, while simultaneously providing support and resources to teachers in order to facilitate this process and support the division's goals. Who carries out the task is irrelevant (although all educators should play an active role), but addressing when (through all grade levels), how (through various teaching strategies), what (teaching both hard and soft skills), where (in all subject areas) and why (for character development and a successful future), is pivotal to success.

What Is Curriculum?

cURriCuLUm is a rather broad, multi-faceted term that can be dissected and critiqued on many levels. If I were to formulate a definition, it would go something like this . . .

CURRICULUM is a standard set of ideals/knowledge/values/etc. found within a particular subject matter that guides the teaching/learning process and outlines student expectations and outcomes with the goal of creating critical, independent thinkers. It is tailored to the unique needs of the individual and the community it serves in order to produce productive, positively contributing members of society and it is SMART- specific, measurable, attainable, realistic and timely - or is it?

KnOwleDgE is another key term in education describing the truths, facts and understandings acquired through education and experiences. If the acquisition of knowledge is fundamental to a successful future, we have to figure out what knowledge is most worth knowing and how it is created and acquired -- since osmosis doesn't seem to be working. With a renewed emphasis on assessment and accountability, we must also consiously be aware of both the practicality and relevance of our lessons and utilize approprate measurement techniques. It seems like an overwhelming feat - much like tearing down the Berlin wall . . . but it is possible!

LeArNInG, or the aquisition/comprehension of knowledge or skills through study, instruction and/or experience is the end result of curriculum. It encompasses the receiving, manipulation, transmission and application of information. Effective learning requires a plan of action outlining what it is we want students to learn? This takes us full-circle back to -- CurRiCULum!

Wecome to the first of my many rantings and ravings about curriculum and its purpose. I hope to uncover the whos, whats, whys, whens, and hows of curriculum during this course, in an attempt to better discover myself and my actions.