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.