It is imperative that we learn to teach. Education should not be poured into someones head. Teachers have to learn how to connect to the creativity of intelligent beings. Everyone has the capacity to learn something. I think contributions in education comes in various forms. As Sir Robinson stated in his lecture "Education is Dynamic". It is important for teachers to nurture creativity.
I use to be very interested in instruments, woodwinds to be specific. So, I started lessons in elementary school and I was bored by the time I reached secondary school. Everything had been so regimented up to that point and I was just tired of it. There was no room for creativity. I was not allowed to express my ideas relative to what I was doing. I was fed up and when I reached the tenth grade I gave up music.
There were other things that started to interest me such as mathematics and science. I got more support being involved in these disciplines. I felt a sense of freedom because I was quite good at it.
We have to be supportive and learn how to read various idiosyncrasies while implementing or teaching subject matter. It is important to understand intelligence, and that it has various forms. Not accepting the non-conventional can be dangerous because you may overlook brilliance and stifle creativity.
Monday, February 28, 2011
Saturday, February 26, 2011
21st Century Skills: Is There Room For This?
The reading of several articles, from critics and supporters of P21(21st Century Skills)have given me much to ponder. Of course, I think most if not all educators instinctively search for ways to improve learning. It is my belief that somehow educators-especially teachers-have a compelling desire to reach their students. I use my education history as an example of what is possible.
I was nurtured with positivity, during my formative years in school. I can vividly remember how some teachers would get into your head to find out how you were thinking. They had a sincere desire to understand how to connect your learning experiences with their ways of teaching. Exposure was the key to broadening ones knowledge without the technology that is available today. I can remember to this day going to a planetarium so that we could make a connection to the universe. My mind was so occupied with the universe and the narrator that it enabled me to remember important elements about every planet.
As I look back on my early childhood education, I view it more as an interactive learning experience. Learning to research to gather information for papers and presentations. Every project I worked on was group related. The tools that were used for research were very effective. I am speaking of micro-film, publications, encyclopedias and various other materials all of which were in the local library. The only difference between then and now is the speed of retrieving this information.
I support the ideology of P21 because I think it is clear about cognitive learning and critical thinking. I do not think its a panacea that will resolve all the ills of education. Do I think there is room for P21? The answer is yes, and I don't think it has to be viewed as a major dissent from other paradigms.
It may be difficult to implement all aspects of P21 in this educational climate of major funding and budget cuts but it is not impossible.
I was nurtured with positivity, during my formative years in school. I can vividly remember how some teachers would get into your head to find out how you were thinking. They had a sincere desire to understand how to connect your learning experiences with their ways of teaching. Exposure was the key to broadening ones knowledge without the technology that is available today. I can remember to this day going to a planetarium so that we could make a connection to the universe. My mind was so occupied with the universe and the narrator that it enabled me to remember important elements about every planet.
As I look back on my early childhood education, I view it more as an interactive learning experience. Learning to research to gather information for papers and presentations. Every project I worked on was group related. The tools that were used for research were very effective. I am speaking of micro-film, publications, encyclopedias and various other materials all of which were in the local library. The only difference between then and now is the speed of retrieving this information.
I support the ideology of P21 because I think it is clear about cognitive learning and critical thinking. I do not think its a panacea that will resolve all the ills of education. Do I think there is room for P21? The answer is yes, and I don't think it has to be viewed as a major dissent from other paradigms.
It may be difficult to implement all aspects of P21 in this educational climate of major funding and budget cuts but it is not impossible.
Friday, February 25, 2011
21st Century Skills: Fad or Not?
I am a product of several pedagogues over the past few decades. It appears that nothing has really changed over the past years as it relates to the 21st century skills movement. It is my belief that in theory P21(21st Century Skills), makes sense. However, implementation of these skills is another story within itself. There has to be some organized fundamental effort of implementation. The P21 movement is perplexing to say the least. The movement is more salient than in the past and therefore will garner more support as it undergoes the scrutiny of its pros and cons.
Its like anything relative to education. Various pedagogues go through something like a metamorphosis every decade. Trying to improve and move forward to a P21 type of pedagogy is daunting to say the least. Is this something that is old and is just being reinvented with new language relative to its implementation? Well I think that is a good question. I have read a few articles that have given me a perspective of both sides of the spectrum, proponents and opponents as well.
The one article that speaks critically about the expectations of what P21 is "The Latest Doomed Pedagogical Fad: 21st-Century Skills". This article in essence is basically saying that the P21 movement is more of a political move to improve something that has been implemented. In other words a play on words to dress up old ideology. The writer of this article makes an analogy of the P21 movement with a class he took in high school. It was a course that was more hands on that dealt with a real world application of the content material. He goes on to say how he received an exceptional grade but learned little from the experience. In my view the reason for this was because he was not prepared with the fundamentals to understand the depth of what was being taught.
On the support side there is an article "The Workforce Readiness Crisis" that essentially says that America is not producing qualified individuals to compete nationally or globally. In part the author of this article clearly lays blame on lack of basic critical skills,most importantly applied skills. Well in my view this has some merit. My question to him, would be how much exposure he's had to the classroom over the last decade or so. Here again, in theory the proposed pedagogy of P21 makes sense indeed. The reality of being prepared for the workforce is extremely valid because when its all said an done this will be the practical ground for demonstrating the professionalism and knowledge for success.
In conclusion I think both sides of the spectrum has validity as it relates to the P21 movement. It is not an easy task to confront. However, there is a need for continued dialog for a common ground of implementation. Yes, for me I am supportive of any pedagogy that is going to make our students more competitive but I don't think this is a panacea that will correct all the ills faced in education today.
Its like anything relative to education. Various pedagogues go through something like a metamorphosis every decade. Trying to improve and move forward to a P21 type of pedagogy is daunting to say the least. Is this something that is old and is just being reinvented with new language relative to its implementation? Well I think that is a good question. I have read a few articles that have given me a perspective of both sides of the spectrum, proponents and opponents as well.
The one article that speaks critically about the expectations of what P21 is "The Latest Doomed Pedagogical Fad: 21st-Century Skills". This article in essence is basically saying that the P21 movement is more of a political move to improve something that has been implemented. In other words a play on words to dress up old ideology. The writer of this article makes an analogy of the P21 movement with a class he took in high school. It was a course that was more hands on that dealt with a real world application of the content material. He goes on to say how he received an exceptional grade but learned little from the experience. In my view the reason for this was because he was not prepared with the fundamentals to understand the depth of what was being taught.
On the support side there is an article "The Workforce Readiness Crisis" that essentially says that America is not producing qualified individuals to compete nationally or globally. In part the author of this article clearly lays blame on lack of basic critical skills,most importantly applied skills. Well in my view this has some merit. My question to him, would be how much exposure he's had to the classroom over the last decade or so. Here again, in theory the proposed pedagogy of P21 makes sense indeed. The reality of being prepared for the workforce is extremely valid because when its all said an done this will be the practical ground for demonstrating the professionalism and knowledge for success.
In conclusion I think both sides of the spectrum has validity as it relates to the P21 movement. It is not an easy task to confront. However, there is a need for continued dialog for a common ground of implementation. Yes, for me I am supportive of any pedagogy that is going to make our students more competitive but I don't think this is a panacea that will correct all the ills faced in education today.
Saturday, February 19, 2011
Using SlideCast/Extended Classroom
We will be incorporating several forms of technology to extend the classroom. This will be used as a tool to stay connected with every aspect of the curriculum. Its usefulness we not be limited to any one task. It will be a way to interact with me in various ways.
The slide presentations will give you and your parents insight as direction the class will take for using technology in the 21st century. It is there for the benefit of us all. It is my hope that you utilize this medium and make suggestions for further enhancements........
Sunday, February 13, 2011
Back To School Night
Students have been engaging an interacting with various digital devices during the break. Most often these devices are used more for social interaction. These tools can be a powerful aid in the process of learning and information gathering.
Therefore, it is appropriate to have a "Back To School Night" to interact with both parents and students. This meeting is used mostly for informational purposes, making everyone aware of how the curriculum will be aligned with the New Jersey Department of Education Standards. Most importantly as it relates to using technology in a 21st century classroom.
There will be presentations that focus specifically on how technology will be used for the 2011 school year.
Thursday, February 3, 2011
Creating Technological Pedagogy For The 21st Century Classroom
The classroom of the 21st century is evolving such that the pedagogy has to be more technologically creative. Technological devices are a way of life for today's learners. They are constantly faced with the challenge of technological competitiveness. It is imperative for the teacher to understand the students environment i.e, keeping up with the technology that they are using outside of the classroom. This is not difficult, the only tool needed is dialogue between both you and the learner. It is my opinion that using a democratic approach can foster a more homogeneous learning environment.
Traditional monotone pedagogy is ineffective and will keep today's learners in a state of boredom. It is my belief that being a recent graduate of education has prepared me to align my pedagogy with the NJ Core Curriculum Standards as it relates to content area technology. More appropriately, it is incumbent upon me to align myself with my colleagues and the administration to promote dialogue relative to best practices for using technology in the 21st century classroom.
As a mathematics teacher for both secondary and middle-school, it is my plan to use the core standards as a guide. The strand 8.1c "Communication and Collaboration" in the NJ Core Curriculum content area technology standards is poignantly aligned with my philosophical pedagogical belief. Communication and collaboration are critical elements for effective learning.
The use of digital tools to communicate and collaborate to develop an on-line learning community is essential for the 21st century classroom. This can benefit the parent as well as the student, bringing everyone to a forum in a common place. Imagine a student who is absent from school but is able to go to an on-line community and dialogue with his/her peers about subject content matter and homework assignments. There are a plethora of technological applications that can foster an on-line learning community. One of such would be the development of a Wiki, or Ning such as what I have been exposed to in Curr518. Students can and should be able to model and design documents, create databases, analyze and retrieve research data intelligently. The student should not be limited to using digital tools only used in the classroom.
It is my plan to use various digital tools to engage students in learning mathematics. My goal is to engage students in real world applications as it relates to the content and effectively use themes to build a curriculum.
Traditional monotone pedagogy is ineffective and will keep today's learners in a state of boredom. It is my belief that being a recent graduate of education has prepared me to align my pedagogy with the NJ Core Curriculum Standards as it relates to content area technology. More appropriately, it is incumbent upon me to align myself with my colleagues and the administration to promote dialogue relative to best practices for using technology in the 21st century classroom.
As a mathematics teacher for both secondary and middle-school, it is my plan to use the core standards as a guide. The strand 8.1c "Communication and Collaboration" in the NJ Core Curriculum content area technology standards is poignantly aligned with my philosophical pedagogical belief. Communication and collaboration are critical elements for effective learning.
The use of digital tools to communicate and collaborate to develop an on-line learning community is essential for the 21st century classroom. This can benefit the parent as well as the student, bringing everyone to a forum in a common place. Imagine a student who is absent from school but is able to go to an on-line community and dialogue with his/her peers about subject content matter and homework assignments. There are a plethora of technological applications that can foster an on-line learning community. One of such would be the development of a Wiki, or Ning such as what I have been exposed to in Curr518. Students can and should be able to model and design documents, create databases, analyze and retrieve research data intelligently. The student should not be limited to using digital tools only used in the classroom.
It is my plan to use various digital tools to engage students in learning mathematics. My goal is to engage students in real world applications as it relates to the content and effectively use themes to build a curriculum.
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