tag:blogger.com,1999:blog-9985438285181489542024-02-18T23:06:35.249-08:00Michele's CSUSM Credential BlogMichele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-998543828518148954.post-30066103535037566182012-05-14T18:16:00.002-07:002012-05-14T18:16:40.604-07:00Octopus, Crabs, and Sea Stars, Oh My!<!--[if gte mso 9]><xml>
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On Friday, I took my marine science class to the local tide
pools. The students have recently finished their units on invertebrates, and we
were going to spend the period finding the creatures they had learned so much
about. We found sea stars 8 to 10 inches in diameter, two crabs, both male and
female, two purple sea slugs, countless sea anemones, and finally the elusive
octopus. This was learning at its core. The students were able to see, touch,
and observe these creatures in their natural habitat. <o:p></o:p></div>
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I was also impressed with the students desire to respect and
preserve the sea life and their habitat. They were incredibly respectful of the animals we found, always handling them with care, and returning them to the same place where they were found. They asked lots of questions about the importance of the habitat and what they can do to help keep it healthy for the future.<o:p></o:p></div>
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This was the best form of assessments. The students
recognized the different types of sea life, were able to name their phylum and
the unique features of each species, and also showed their understanding of the
importance of habitat preservation. It was a great day.<b><o:p></o:p></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVnCgaGVB0pjxTW2DIxCZthkhU2mrfSQnayvvlE10UudvQIguIrVySKD-_N1cU3eq8UTJw2xL55ENNyWMRGDgx-f_Qupa9qiWK-rdiCs1FM-ZbFz_v49xx485zh6_vON6Lf6wq_8d31ncu/s1600/photo-1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVnCgaGVB0pjxTW2DIxCZthkhU2mrfSQnayvvlE10UudvQIguIrVySKD-_N1cU3eq8UTJw2xL55ENNyWMRGDgx-f_Qupa9qiWK-rdiCs1FM-ZbFz_v49xx485zh6_vON6Lf6wq_8d31ncu/s320/photo-1.JPG" width="240" /></a></div>
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<!--EndFragment--><br />
<!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com1tag:blogger.com,1999:blog-998543828518148954.post-15287376724813685222012-05-14T17:49:00.004-07:002012-05-14T17:49:39.014-07:00I WANT YOU – To Save the Environment!<!--[if gte mso 9]><xml>
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<!--StartFragment--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Final video assignment for my APES class</span></b><!--EndFragment-->
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As part of the AP Environmental science class’ final
project, my CT and I decided (thanks to some input from our own Jeff Heil) to
have the students create their own short propaganda video on any environmental
issue that they studied in class. I am really excited to incorporate this new
technology into my teaching experience. We are having the students work in
groups of three, and to ensure that the students have access to video
equipment, we are setting their groups up so that there is a least one student
in each group who has access to video equipment at home. <o:p></o:p></div>
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The students are being given a lot of freedom to be creative
with their video. <o:p></o:p></div>
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On Friday, we had the students break into their groups and
begin their storyboard on their video. I was so impressed with their
creativity. We have one group writing an environmental rap, another group who
is performing a parody on the crocodile hunter, and another group who is taking
a more serious stance on deforestation. These senior students have been burnt
out and unmotivated, but they were really energized by this project. I am so
excited to see how each of the videos turns out.<o:p></o:p></div>
<span style="font-family: Cambria; font-size: 12pt;">We have decided to show the videos on their last
day and we are going to have academy style awards to go with it. It is going to
be a great way to send off a great group of kids.</span><!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com1tag:blogger.com,1999:blog-998543828518148954.post-17324901138096887282012-05-10T21:24:00.000-07:002012-05-10T21:24:37.904-07:00To Have Labs or Not to Have Labs - That is the Question<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;">Will increasing class
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Currently at my school site, they are expecting a large increase
in the number of students in each class. They are estimating that the average
science class will be 38 students, which means some classes may have much more
(some are projected as high as 45). And this is not unique to this school site.
Schools all across the state are facing much larger class sizes. While this
poses problems in every subject matter, it poses a particular problem to
science and how to maintain safety in the laboratory setting. <o:p></o:p></div>
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High school laboratory settings often have students working
with chemicals, open flames, and sharp objects. It is imperative that safety is
always comes first. Many laboratory classrooms in older high school were not
designed to effectively hold over 32 students and increasing those numbers may
put students at risk. Another factor to consider is how well one teacher can
monitor the students when they are working with hazardous chemicals and
equipment. <o:p></o:p></div>
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Unfortunately, many teachers are discussing alternatives to
the laboratory classroom, such as moving to demonstrations only, where the
teacher performs the lab in front of the students, or virtual labs, where the
students conduct the lab using a computer simulation. Teachers are considering
these changes because they don’t want to assume the increased risk and liability
that comes with the increased number of students in the classroom. <o:p></o:p></div>
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What does this mean for our students? It means less
engagement and hands-on learning. The benefits of learning science through
experimentation are numerous. Hands on laboratory lessons help students to
retain the information they learned and to transfer and apply that information
to new situations. It is fun and enjoyable for the students which keeps them
interested and engaged. They become active participants in the learning process
rather than a spectator. <o:p></o:p></div>
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As a science educator, I truly believe that laboratory
lessons are essential to effectively science learning. It is crucial that we
find ways to maintain laboratory lessons as part of our science curriculum. I sincerely
hope that these increased class sizes do not ultimately result in the significant
loss of the science lab.<b><o:p></o:p></b></div>
<!--EndFragment--><br />
<!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com1tag:blogger.com,1999:blog-998543828518148954.post-65474252902388333582012-05-10T19:55:00.000-07:002012-05-10T19:55:10.551-07:00Are Grades Necessary for Learning?<!--[if gte mso 9]><xml>
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Daniel
Pink raises the question, are grades necessary? Have grades become the reason
for students to attend school? He brings up a good point that grades have
become the point of school rather than the process of learning—that performance
goals have become more important than learning goals, and I agree.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
I
believe achieving high grades has become the goal of most students. For those
students who struggle to achieve these standards, the grades are discouraging
and get in the way of the learning process. Often teachers are grading the
final product and the process and achievement along the way have been lost. I
think this great drive to obtain the “right” grade has lead to increase
instances of cheating, copying, and shortcuts to obtain the right answer,
rather than embracing the learning process itself. <o:p></o:p></div>
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However,
grades are systemic in the educational system today. It begins early and each
step along the way, middle school, high school and even college, the grade
determines your path and “success.” We will not be getting rid of the grading
system anytime soon. So, is there a way to keep the grade system and still
emphasize the learning process? My answer is yes.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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I
think teachers can successfully incorporate the learning process into our
current grade system, but it takes thinking outside the current educational
box. Educators should look at the process and what the real goal is. Is the
goal to get an A on the test, or is the goal to understand concepts or big
picture? If it is the latter, then is the end product an accurate assessment of
their understanding? Are there other ways to assess their understanding and
achievement? Grades shouldn’t be the only motivator for learning, but the
overall body of work that the student can and has produced to show their
learning and achievement. Ultimately, this is what a grade should indicate. <span class="Apple-style-span" style="font-size: medium;"><o:p></o:p></span></div>
<!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com0tag:blogger.com,1999:blog-998543828518148954.post-91607746868346429022012-05-10T16:25:00.000-07:002012-05-10T16:25:56.977-07:00The Great Epidemic – Senioritis<!--[if gte mso 9]><xml>
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<i style="mso-bidi-font-style: normal;">Senioritis: A
crippling disease that strikes high school seniors. Symptoms include: laziness,
lack of studying, repeated absences, and a generally dismissive attitude. It is
often contagious between friends. The only know cure? Graduation.<o:p></o:p></i></div>
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<br /></div>
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Senioritis has struck in all of my classes. The great apathy
toward learning and being in class is evident in each senior students’ actions
and words. They are burnt-out and ready to move on to the next big thing. This
is especially apparent in my AP Environmental Science class. This class is made
up of 21 seniors. They have finished the curriculum, taken their final, and
completed the AP Exam. <o:p></o:p></div>
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So now what do I do with 21 students, severely stricken with
senioritis, to keep them motivated and learning? <o:p></o:p></div>
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Make learning fun!<o:p></o:p></div>
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As my CT and I sat down to figure out what to do with them
for the rest of the year, we agreed that we had to keep the rest of lessons not
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to impact their final grade. <o:p></o:p></div>
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field trips, in-class group activities, and a video project that together will
make up 10% of their final grade. <o:p></o:p></div>
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Additionally, to keep the students engaged during the class
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in class. The only homework required is some out of class time required to
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Some of the activities we have planned for them include a
wastewater treatment laboratory followed by a field trip to the local
wastewater treatment plant, an air pollution lab, a trip to the local fish
hatcheries, and time to work on their videos. Each day they will be required to
turn in an assignment related to what they learned.<o:p></o:p></div>
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Hopefully, the students will stay engaged, continue to
learn, and enjoy their last few weeks of high school.<o:p></o:p></div>
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<br /></div>
<!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com0tag:blogger.com,1999:blog-998543828518148954.post-25690862089112959322012-05-10T16:05:00.001-07:002012-05-10T16:05:58.064-07:00The TEST is coming! The TEST is coming!<!--[if gte mso 9]><xml>
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<br />
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<b>Reviewing for the AP Exam </b></div>
<div class="MsoNormal">
Two weeks away from the AP Exam, and I had finally finished
the curriculum for my Environmental Science class. My CT and I wanted to spend
two weeks reviewing the material for the year to get the students prepared, but
how? We knew that we needed to make it student engaged and interactive to keep
them interested, but there was a lot of material to cover. The other problem
was making the students accountable in our class for all the material as well.
Our solution was two-fold, a jigsaw and an exam. <o:p></o:p></div>
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First, we divided the main content areas for the exam into
21 parts (the number of students in each class). We had each student become the
expert for one of the sections of material. The students had to create a study
sheet for the other students in the class and they had to give a short
presentation in class on the material using Powerpoint, Prezi, or a similar
tool. <o:p></o:p></div>
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Second, to make the students accountable and ensure they
were paying attention and following along, we decided to give them their final
exam during this two-week period. We broke the final exam into four parts which
were given on four different days. Each final exam part was given after the
material for that part had been presented by the students. We also decided to
design the exam to be like the AP Exam, so that they could also practice their
test taking skills. Each part of the final exam consisted of 25 multiple-choice
questions and one free response question. <o:p></o:p></div>
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I was extremely impressed with the quality and depth of the
presentations and materials produced by my students. The study sheets were well
prepared and easy to follow. The students used multiple sources to gather
material, including the text, AP study guides, and the internet. Their visual
presentations were fantastic, with lots of pictures and solid information. Some
of their presentations were better than mine! <o:p></o:p></div>
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The students also did well on the final exam and stated that
they thought that adding the free response questions helped them get ready for
the AP Exam. They also liked having the final exam broken into smaller parts
that allowed them to fully concentrate their study time to those parts of the
material. <o:p></o:p></div>
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They took their AP exam on Monday and all of them felt
confident that they will get a passing score. <o:p></o:p></div>
<div class="MsoNormal">
Now that they are finished with exams and materials – what
do I do with them? Read my blog post on Senioritis to find out!<o:p></o:p></div>
<!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com0tag:blogger.com,1999:blog-998543828518148954.post-17104344637068912912012-04-30T17:50:00.000-07:002012-04-30T17:50:18.606-07:00<b>Field Trip!</b><br />
<b><br /></b><br />
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<div class="MsoNormal">
Every student loves those words. There is nothing like
taking learning straight to the source and actually experiencing the
environments that your are studying. I have been very lucky in my second
clinical practice to be paired with a teacher who schedules a lot of field
trips. In this day and age of budget cuts and liability issues, many schools
have opted to limit or to do away with all together off site field trips. So
far, I have attended three field trips between my Marine Science and AP Environmental
Science, and expect to participate in at least three more. <o:p></o:p></div>
<div class="MsoNormal">
The Marine Science class recently completed a second part of
a two-part beach field trip to measure beach profiles. The first trip was
conducted in the fall and a few weeks ago they went back to re-measure the
beach again. This allowed them to perform hands-on data collection, which
showed them the effects of winter storms and erosion on our local beaches. <o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBOeLD4r_vl332ZyfzyaZSZIyJY7D9z3BCHPY8T9lr7QMj4qpxKz_tNJPBG4j24kNMo5wlZ7YEFJCKx8nn9NnBdJGoLTLNImIlWS8Wdnr7X7cch0dluu_MOpzd3MBnzDSPwH4ywE4Xitoe/s1600/beach+profile+2" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBOeLD4r_vl332ZyfzyaZSZIyJY7D9z3BCHPY8T9lr7QMj4qpxKz_tNJPBG4j24kNMo5wlZ7YEFJCKx8nn9NnBdJGoLTLNImIlWS8Wdnr7X7cch0dluu_MOpzd3MBnzDSPwH4ywE4Xitoe/s320/beach+profile+2" width="240" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The AP Environmental Science class has taken two field trips
during my clinical practice. The first was to Mt. Calavera, where they
conducted a biodiversity survey with my CT and a water quality study with me. <o:p></o:p></div>
<div class="MsoNormal">
A second trip coincided with our study on energy. The
students took a field trip to the Encina Power Plant in Carlsbad. I was so
impressed with the quality of this field trip. Upon our arrival the students
are given a presentation on the power plant where several of the plants expert
engineers, safety coordinators, and environmental safety coordinators were on
hand to answer questions. The students asked in depth questions about the inner
workings of the plant that greatly enhanced their understanding of power
generation. Then they got to tour the plant, viewing the incinerators, control
centers, and turbines. They even got to go up on the roof for a spectacular
view of the Carlsbad coastline. Encina doesn’t offer these trips very often, so
it was wonderful that my students had the opportunity.<o:p></o:p></div>
<div class="MsoNormal">
What’s next for my students? The Marine Science students
will be returning to the beach to study life in the tide pools. This coincides
with their study of the different organisms living in our oceans. They will
also be heading over to one of the local fish hatcheries to observe aquafarming
in action.<o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga2hOUZguRxvnD8Ic_L90X0n8ZPV3kLcWNrP3LgzdH-8xBlaNq6JGwit4paHFvnY24LYz56QQ777l40vmSBlA704FLiMnepTJJTSwcn7EjMLdVRHOJ_9gvB_NxUTTBDMA_9cYNK2z5eCXj/s1600/power+plant+1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga2hOUZguRxvnD8Ic_L90X0n8ZPV3kLcWNrP3LgzdH-8xBlaNq6JGwit4paHFvnY24LYz56QQ777l40vmSBlA704FLiMnepTJJTSwcn7EjMLdVRHOJ_9gvB_NxUTTBDMA_9cYNK2z5eCXj/s320/power+plant+1.JPG" width="240" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The AP Environmental Science class will be taking a trip to
local waste water treatment plant to observe the processes involved with
cleaning our water. <o:p></o:p></div>
<div class="MsoNormal">
These field trips have been an invaluable enhancement to my
students learning. It takes the learning out of the books and puts it in front
of them in real and tangible ways. I am very grateful that I have had the
opportunity to see the real positive effects that field trips have on learning. <b><o:p></o:p></b></div>
<!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com2tag:blogger.com,1999:blog-998543828518148954.post-89035421359181602732012-02-11T11:10:00.000-08:002012-02-11T11:10:24.320-08:00Am I a Resident Or a Visitor?<!--StartFragment--> <br />
<div class="MsoNormal">I really connected with David White’s perspective on the differences between the resident and visitor internet user. I believe it is a much better analysis of the differences between the two types of users than the previous natives vs. immigrants approach. </div><div class="MsoNormal">I am definitely more of a visitor than a resident. I am very adept at learning how to use the technology, but I must see the purpose of it—how it fits my needs. I don’t fear technology, and once I see the purpose of using it, I am happy to spend hours tinkering with it to become really good at using it. But it is hard to motivate me to do it when I don’t see a purpose behind it. </div><div class="MsoNormal">Twitter is a good example of this. I have tried out Twitter multiple times in the past to communicate with friends and I never really liked. I found communicating with them via text, phone, or email to be a more efficient way for me to communicate with them, so I abandoned Twitter and didn’t use it. Now that I am taking this course, I am seeing how Twitter can be a useful tool to gain additional information in my professional life. It can be a great way to find resources to assist me in my teaching career. So now that Twitter has a purpose, I am much more interested in mastering it. </div><div class="MsoNormal">Another point that White made about the visitor that resonated with me was the privacy aspect of it. For me, it was a little different than the way White explained privacy and the visitor. White believed that privacy for the visitor was important due to fears of identity theft. It is not the fear of identity theft that prevents me from actively engaging in social media, but more that I have become more introverted as I have become older. </div><div class="MsoNormal">When I was a high school and in college, I was a very extroverted. I thrived on social interactions and I would have loved Facebook and many of the other social media networks. I’m sure that I would have been heavily engaged in those sites if they had been available at that time. Now, I really enjoy my privacy and my quiet time. I’m not nearly as social as I used to be. I have other ways that I would like to spend my time rather than being social on the web. So, again, maybe it comes down to the use of these networks not fitting my needs. Until I see a purpose that fits my needs, I believe I am unlikely to use the different sites. </div><div class="MsoNormal"><br />
</div><!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com0tag:blogger.com,1999:blog-998543828518148954.post-40706044473468970112012-02-08T20:36:00.000-08:002012-02-08T20:36:31.023-08:00531 Response 2<!--StartFragment--> <br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-insideh-themecolor: text1; mso-border-insideh: .5pt solid black; mso-border-insidev-themecolor: text1; mso-border-insidev: .5pt solid black; mso-border-themecolor: text1; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 191;"><tbody>
<tr style="height: .3in; mso-yfti-firstrow: yes; mso-yfti-irow: 0;"> <td style="border-bottom: double windowtext 1.5pt; border-left: 2.25pt; border-left: solid black; border-right: 1.0pt; border-right: solid black; border-top: 2.25pt; border-top: solid black; height: .3in; mso-border-bottom-alt: double windowtext 1.5pt; mso-border-left-alt: 2.25pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-alt: .5pt; mso-border-right-alt: solid black; mso-border-right-themecolor: text1; mso-border-right-themecolor: text1; mso-border-top-alt: 2.25pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 135.9pt;" width="136"> <div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;">Quote<o:p></o:p></b></div></td> <td style="border-bottom: double windowtext 1.5pt; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: 2.25pt; border-top: solid black; height: .3in; mso-border-bottom-alt: double windowtext 1.5pt; mso-border-left-alt: .5pt; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-alt: .5pt; mso-border-right-alt: solid black; mso-border-right-themecolor: text1; mso-border-right-themecolor: text1; mso-border-top-alt: 2.25pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" width="162"> <div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;">What it means<o:p></o:p></b></div></td> <td style="border-bottom: double windowtext 1.5pt; border-left: none; border-right: 2.25pt; border-right: solid black; border-top: 2.25pt; border-top: solid black; height: .3in; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 180.9pt;" width="181"> <div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;">Deeper Thinking<o:p></o:p></b></div></td> </tr>
<tr style="mso-yfti-irow: 1;"> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: 2.25pt; border-left: solid black; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: 2.25pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 135.9pt;" valign="top" width="136"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><span style="mso-spacerun: yes;"> </span>“. . . it’s your philosophy of kids that’s going to guide your beliefs and your actions in your interactions with them.”<o:p></o:p></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><span style="mso-spacerun: yes;"> </span>— Ross Green<o:p></o:p></div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="162"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">What you believe drives a child’s behavior will dictate how you respond to them. If you feel that a child is acting out because he wants attention or is trying to manipulate a situation, then you will likely have a punitive response to the child’s behavior. However, if you feel that a child is acting out in frustration, your response would be to find the source of frustration and remove it.<o:p></o:p></div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 2.25pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-alt: 2.25pt; mso-border-right-alt: solid black; mso-border-right-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 180.9pt;" valign="top" width="181"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">I agree whole-heartedly with the author of this article. Children who have behavior problems don’t want to be bad and misbehave. They do not want to be trouble-makers, but they are lacking social or thinking skills necessary to have the “correct” or accepted behavioral response. Too often adults assume these kids are “bad” and are behaving in a negative way for their own self-serving needs. When in reality, kids don’t want to behave badly, they just don’t understand the rules or don’t have the skills necessary to react in a way that adults deem “appropriate.” As teachers, it is important that we see beyond the behavior, to the real source of the problem, and work with the student to help them gain the skills necessary to work through the problem in a more appropriate way. It all comes down to whether you believe kids’ behaviors are intentional to gain attention, or if you believe their behaviors are a reaction to a deeper problem.<o:p></o:p></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div></td> </tr>
<tr style="mso-yfti-irow: 2;"> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: 2.25pt; border-left: solid black; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: 2.25pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 135.9pt;" valign="top" width="136"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">“Academic ability—which has really come to dominate our view of intelligence because the universities designed the system in their image. If you think of it, the whole system is a protracted process of university entrances.”<o:p></o:p></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">— Sir Ken Robinson<o:p></o:p></div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="162"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">The university system in both the United States and Europe has played a huge role in design of our educational system. It has consistently rewarded and required left brain, analytical thinking, and as such, our secondary school systems have designed their curriculum around those types of classes in order to meet the demands of the university systems.<o:p></o:p></div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 2.25pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-alt: 2.25pt; mso-border-right-alt: solid black; mso-border-right-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 180.9pt;" valign="top" width="181"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">I have been discussing this topic with my peers recently. As I look at the types of science classes offered at most of the high schools in this area, I have found that science offerings, like most academic offerings, in the high schools are mostly dictated by the University of California (UC) entrance requirements. The high schools structure their curriculums around the UC A-G curriculum, and if the UC system does not recognize a course as valuable for gaining entrance into the UC system, many schools will not offer the course or will offer the course as an elective with lower standards and expectations. I feel that there are so many courses that could be offered that would provide profound educational experiences for many students, but these courses are never offered because they are not deemed important by the UC system. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div></td> </tr>
<tr style="mso-yfti-irow: 3;"> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: 2.25pt; border-left: solid black; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: 2.25pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 135.9pt;" valign="top" width="136"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">Creativity is as important in education as literacy, and we should treat it with the same status.<o:p></o:p></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">— Sir Ken Robinson<o:p></o:p></div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="162"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">Creativity is as essential a skill as reading and writing when it comes to developing an individual and preparing them for the jobs of the future.<o:p></o:p></div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 2.25pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-alt: 2.25pt; mso-border-right-alt: solid black; mso-border-right-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 180.9pt;" valign="top" width="181"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">For too many years, and even more so recently with the enactment of NCLB, we have constrained our students to desks, told them that answers are black and white, and taught them to think in certain ways. We have limited and squashed their creativity, molding them into what we feel is necessary to succeed in this country. By doing so, we have neglected a very important skill for being competitive in our society today and in the future. It is through creativity that we become innovative. We have let that creativity go over the years, and now we must find a way to bring it back into our schools.<o:p></o:p></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div></td> </tr>
<tr style="mso-yfti-irow: 4;"> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: 2.25pt; border-left: solid black; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: 2.25pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 135.9pt;" valign="top" width="136"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><span style="font-size: 11.5pt;">The Conference Board also found that their survey respondents believed most recent high school graduates lacked the basic skills of reading, writing, and math that were deemed necessary by employers. Among these basic skills, employers deemed this group to be most deficient in writing. Employers judged nearly three-quarters of high school graduates as unable to write at a basic level, for which competency includes knowledge of both spelling and grammar. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><span style="font-size: 11.5pt;">— Preparing the Workers of Today for the Jobs of the Future<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="162"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">Our students are graduating high school and college without the ability to write at the basic levels required by most jobs in the United States. We, as educators, are failing our kids when it comes to literacy.<o:p></o:p></div></td> <td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 2.25pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-alt: 2.25pt; mso-border-right-alt: solid black; mso-border-right-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 180.9pt;" valign="top" width="181"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">By the time students have reached high school, basic literacy skills are no longer being taught. If the students have not acquired these skills by this point, few teachers will incorporate these skills into their instruction. Although students are required to take English classes, the limited amount of time in these classes prevents them from being able to catch them up. It is the job of every teacher, regardless of the subject they teach, to ensure that our students are gaining these skills. Literacy must be incorporated into every subject in our high schools to ensure that these students are able to graduate with the basic skills they need to compete and work in our society.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div></td> </tr>
<tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"> <td style="border-bottom: 2.25pt; border-bottom: solid black; border-left: 2.25pt; border-left: solid black; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-bottom-alt: 2.25pt; mso-border-bottom-themecolor: text1; mso-border-color-alt: black; mso-border-left-alt: 2.25pt; mso-border-left-themecolor: text1; mso-border-right-alt: .5pt; mso-border-right-themecolor: text1; mso-border-style-alt: solid; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 135.9pt;" valign="top" width="136"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><span style="font-size: 11.5pt;">In general, the U.S. economy appears to be shifting towards jobs that require workers with greater analytical and interactive skills – skills that are typically acquired with some post-secondary education. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><span style="font-size: 11.5pt;">— Preparing the Workers of Today for the Jobs of the Future<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div></td> <td style="border-bottom: 2.25pt; border-bottom: solid black; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-alt: 2.25pt; mso-border-bottom-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="162"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">According to this 2009 study, there will be an increase in jobs in the future that will need workers with higher analytical skills that are usually acquired from some post-secondary education.<o:p></o:p></div></td> <td style="border-bottom: 2.25pt; border-bottom: solid black; border-left: none; border-right: 2.25pt; border-right: solid black; border-top: none; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 180.9pt;" valign="top" width="181"> <div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">I found this quote interesting because it seems to contradict Pink’s belief that there will be a radical shift away from analytical type (or left brain) type jobs. While I agree with a great deal of Pink’s rationale, I do not see this shift as becoming as drastic as he indicates, and maybe more inline with the findings of this report. I believe we are going to see more of a balance between left and right brain type jobs, which is still a shift away from the dominate left brain requirements from previous generations. Although we will see an increase in right brain jobs, I still believe that there will be a great demand for left brain type jobs such as engineering and science, and, as this report suggests, you are going to find them in the health care industry, medical manufacturing, the environmental industry, and in specialized manufacturing like aerospace. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div></td> </tr>
</tbody></table><!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com0tag:blogger.com,1999:blog-998543828518148954.post-405084754427846572012-02-05T13:33:00.000-08:002012-02-05T13:40:58.612-08:00Class 541 Reading Responses 7-10<div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; font-size: 13pt;">RR7: Identify the key elements and process for Service Learning<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: Palatino; font-size: 13pt;">Kaye defines service learning as “a way to connect school based curriculum with the inherent caring and concern young people have for this world.” They listed for stages necessary for successful implementation of the ITU: preparation, action, reflection and demonstration.<o:p></o:p></span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><u><span style="font-family: Palatino; font-size: 13pt;">Preparation</span></u><span style="font-family: Palatino; font-size: 13pt;">. In the preparation stage, the teacher and students will work together to identify a need. This process may involve internet research, field trips, and/or input from community members. During this process the students are using active learning and critical thinking to understand the problem and all of the underlying factors that are contributing to the problem. Also included in the process phase are identifying and planning the action stage.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><u><span style="font-family: Palatino; font-size: 13pt;">Action</span></u><span style="font-family: Palatino; font-size: 13pt;">. The action stage is where the students carry out their plans, applying what they have learned, to direct benefit of the community. The action phase can take place over the entire year, or maybe just a day. Students will use their own talents and skills to produce real results in their communities. These actions will provide them with a deeper understanding of their community their place within the community.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><u><span style="font-family: Palatino; font-size: 13pt;">Reflection</span></u><span style="font-family: Palatino; font-size: 13pt;">. The reflection stage helps the students turn their learning and experiences from the planning and action stages into personal growth and awareness through self examination and reflection. Reflection allows the students to take the time away from the academics and explore how their actions will affect their future. Reflection allows students to put cognitive, social and emotional aspects of the service learning into larger concepts of self, community and the world. <o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><u><span style="font-family: Palatino; font-size: 13pt;">Demonstration</span></u><span style="font-family: Palatino; font-size: 13pt;">. The demonstration is the way the students show evidence of what they have learned and accomplished through the project. This may be expressed through a presentation, performance, display or other means to show their mastery and understanding of the project.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; font-size: 13pt;">Several key elements are also highlighted by Kaye, and are outlined below:<o:p></o:p></span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">Integrated learning: the service and the curriculum are woven into each other so that each supports the other and together they create an enriched learning experience.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">Genuine needs: the project usually centers around a real need in the community, where the actions of the students take on greater value and importance.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">Collaborative Efforts: the collaboration is not just between students and student and their teacher, but also extends to members of the community, parents, organizations and even students in other schools, providing the opportunity for students to work with people of different and diverse backgrounds.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">Reciprocity: during service learning, each member (student, teacher, community leaders, etc) are able to exchange information and ideas in a way that each member has the opportunity to both teach and learn.<o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">Civic Responsibility: service learning helps students to realize their roles in their community and how working towards these needs helps them understand the true concept of a democracy. <o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Palatino; font-size: 13pt;"><br />
</span></div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"><span style="font-family: Palatino;"><span class="Apple-style-span" style="font-size: x-small;">Kaye, C. B. (2004). The Complete Guide to Service Learning: proven, practical ways to engage students in civic responsibility, academic curriculum, and social action. Minneapolis, MN: Free Spirit Press. </span><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"><span style="font-family: Palatino; font-size: 13pt;"><br />
</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; font-size: 13pt;">RR8: LIST ideas and resources you can use for your Service Learning and ITU (Task 11). <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: Palatino; font-size: 13pt;">Our group will be using the theme of “Green Carlsbad” and my classes will be focusing on the restoration and conservation of the lagoons in Carlsbad. There are three lagoons in Carlsbad; Buena Vista Lagoon, Agua Hedionda Lagoon, and Batiquitos Lagoon. Each of these lagoons has their own foundation, which works to maintain and preserve the natural state of each of the lagoons. I will be focusing on the biological and geological aspects of the lagoon and its preservation. I plan to include some or all of the following ideas into my lessons:<o:p></o:p></span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">A field trip to one of the lagoons to visit the nature center and hike the trails around the lagoon. During this time, we will be paying particular attention to the different species of plants and animals that inhabit the lagoon and their interactions with each other. We would also examine some of the conditions that are threatening the lagoon and the plants and animals that live there.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">I would use the experts at each of the lagoons, having them speak to the class either at the field trip, in the classroom, or through technology like skype to talk to the students about the current conditions of the lagoons and what actions are needed to maintain or improve the conditions of the lagoons. This could be expanded to include any additional experts on some of the species who live there and are threatened or endangered.<o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="margin-left: 30.6pt; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 13pt;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: Palatino; font-size: 13pt;">I would have my students perform community service hours at the lagoons. Each of the lagoon foundations has need for volunteers for a variety of roles to help in the preservation of the lagoons. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; font-size: 13pt;">I’m sure as I investigate this further, I will find many other ways to use local resources to aid myself and my students in this project.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino;">RR9: Begin your ethnographic research on your school site to complete your ethnography for EDSS 530 and to complete Task 3 for the ITU<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: Palatino;">We have each taken a role in completing Task 3 of our ITU. We will be working on our assignment together through Google docs. A link to our ITU document can be found <a href="https://docs.google.com/a/cougars.csusm.edu/document/d/1RqCeqpDig9Kh8u-J9srTfLdzwX0vVKgFi2MMiCU8Tmk/edit?hl=en_US">here</a>. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino;"><br />
</span></div><div class="MsoNormal"><span style="font-family: Palatino;">Note: we will be working on our five individuals as we get to know our new students. This information will be added to the document at a later date.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino;"><br />
</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino;">RR10: Revise your team's Task 2: ITU Cover Sheet. Make sure you use the ITU assignment template and ppt to guide your work.<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: Palatino;">We have been working on our cover sheet and sharing ideas and information through Google docs. A link to our current cover sheet can be found <a href="https://docs.google.com/a/cougars.csusm.edu/document/d/1RqCeqpDig9Kh8u-J9srTfLdzwX0vVKgFi2MMiCU8Tmk/edit?hl=en_US">here</a>.</span><span style="font-family: Palatino;"><o:p></o:p></span></div>Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com1tag:blogger.com,1999:blog-998543828518148954.post-42068014181693728522012-02-01T18:58:00.000-08:002012-02-01T19:00:00.173-08:00Class 531 Reflection – Week One<div class="Default"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino;">What is like to be a student in my class? What is like for a student to move through classes in a day at our school?<o:p></o:p></span></b></div><div class="Default"><br />
</div><div class="Default"><span style="font-family: Palatino;">In my class, a student would find that most of the work is group and collaborative based. The students sit at tables in groups of three to five. The students at each table have roles within their group they must perform each day. Some of the students are the task managers, and have to make sure their peers stay focused and on task. Others may be resource managers, ensuring that their groups have the materials they need to complete their assignments. Other roles may include readers, reading materials aloud to the class, or recorders, taking notes for their group at the table. <o:p></o:p></span></div><div class="Default"><br />
</div><div class="Default"><span style="font-family: Palatino;">A typical day would include both whole class instruction as well as group work. Whole class instruction is often conducted as part of an interactive lecture, which would include demonstrations, discussions, and hands-on samples. During these lectures, class participation is required. Students in my class would be asked to contribute to at least one whole class discussion a week as part of the participation grade. <o:p></o:p></span></div><div class="Default"><br />
</div><div class="Default"><span style="font-family: Palatino;">Group work would often follow the short lecture and may include hands-on laboratory assignments, group response to questions and prompts, or completion of graphic organizers. During this time, I would walk the room to work with each group as needed and to assess their understanding of the assignment. I would also ensure that the students are all contributing to the group work and provide individual help where needed. <o:p></o:p></span></div><div class="Default"><br />
</div><div class="Default"><span style="font-family: Palatino;">At the end of class, I would again address the whole class to review and summarize what we have discussed and learned that day.<o:p></o:p></span></div><div class="Default"><br />
</div><div class="Default"><span style="font-family: Palatino;">Our school is a traditional school, where the students have six periods lasting approximately 55 minutes. Because of the short periods, it can be difficult to get in all of the activities that I may want to include in a lesson. Sometimes I have to plan my lessons over two days if they involve extensive laboratory exercises. However, I do get to see my students on a daily basis, and that makes it easier to scaffold the learning from the day before. Additionally, the campus is large, and that can make it difficult for students to get from one location to the next in the prescribed amount of time. I do feel that the students can feel rushed with the quick pace set by the schedule. However, I feel that there is a very positive attitude at the school shared by the students, administrators and teachers. I really enjoy teaching here.<o:p></o:p></span></div>Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com0tag:blogger.com,1999:blog-998543828518148954.post-30533880308049552132012-01-30T10:21:00.000-08:002012-01-30T10:21:11.676-08:00541 Reading Responses 1 through 6<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:TrackMoves>false</w:TrackMoves> <w:TrackFormatting/> <w:PunctuationKerning/> <w:DrawingGridHorizontalSpacing>18 pt</w:DrawingGridHorizontalSpacing> <w:DrawingGridVerticalSpacing>18 pt</w:DrawingGridVerticalSpacing> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables/> <w:DontGrowAutofit/> <w:DontAutofitConstrainedTables/> <w:DontVertAlignInTxbx/> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="276"> </w:LatentStyles> </xml><![endif]--> <!--[if gte mso 10]> <style>
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<div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">RR1: IDENTIFY research-based instructional strategies from the “Focus On” articles that you can use in your ITU.<o:p></o:p></span></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></b></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">The “Focus On” series of articles examines the reasons behind the achievement gap for six groups based on race, social class, and gender. The articles highlight the barriers to learning and success faced by these groups and provides strategies to assist them in achieving a higher rate of success in our schools. As part of the reading response, I identified several strategies that I could use in my ITU to assist these groups in my class.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Blacks</span></u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">: Historically, African Americans have not been provided with role models or examples of African American people who have made significant contributions to world civilization. By finding Black role models in our themed area, we can provide a way that they can connect to the ITU project. Additionally, it is important to maintain the same high standards for African American students as we do for all students. Our expectations for their performance should be just as high as they would be for any other student in the class.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Hispanics</span></u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">: Many Hispanic students are still English language learners, so it is imperative that I use SDAIE strategies to help boost their use and understanding of the English language throughout my lessons. Additionally, like the African American population, providing cultural significance to the projects will help them connect and have interest in the schooling. So, I will need to find ways to connect the history or work performed at the lagoon in a way that is significant to my Hispanic students. Finally, cooperative learning strategies greatly benefit Hispanic students. I will include many instances where the students can work in groups either on long-term projects or during in class activities. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Asians and Pacific Islanders</span></u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">: One of the problems that faces this very diverse group of individuals, is that they are often lumped into a single category. It is important as teachers that we recognize that this group represents many different groups of people with very different cultures, languages, and learning needs. It will be very important for me to assess each of my students from these groups individually and find ways to connect their cultural and linguistic needs to the program. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">American Indians and Alaskan Natives</span></u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">: As with many of these other groups, it is important to continue to use SDAIE and other language building strategies in the class to assist these students with their English language development. Additionally, it is crucial to find ways to connect the learning with the native language, culture and history of these groups. Fortunately, there is a history of Native American activity at the lagoons, and we can integrate this history into our lessons. Additionally, Native Americans and Alaskan Natives perform better where teachers and students work together rather than the more traditional form of education where the teacher is the leader and in full control of the class and curriculum. The ITU process involves a great deal of student involvement in the decisions and planning of the instructional process. I believe this format will work well for the Native American and Alaskan Native students. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">LGBT</span></u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">: One of the largest obstacles facing this group is the lack of physical and emotional safety at school. When these students do not feel safe, they cannot succeed. As a teacher, I need to ensure that safety by quickly addressing any bullying or negative remarks about individuals in this group of students. Further, even when remarks are not specifically aimed at an individual, I will need to assist all students in understanding that derogatory remarks are hurtful regardless of the intended audience, and will not be allowed in my class or the school.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Girls</span></u><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">: Girls need to see positive role models in science and technology, areas where they have been absent in the past. Too often, textbooks and other resources have referred to men in these roles and girls have been unable to see themselves in these roles and careers. This is a struggle that I have had some personal experience with as a female scientist working in a male dominated field. I hope that I can be a positive example for the girls in my class and show them that women can and do find success in many science and technology fields. I can also make sure that the resources in our room focus on the success of women and minorities in these areas. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">RR2: COMPLETE Activities 7.1 & 7.2, pgs. 172-173 from Baldwin, Keating and Bachman with your groups</b>.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">These will be completed in my CHS study group. We will be meeting on Wednesday, February 1<sup>st</sup> to brain storm on our ITU assignment.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">RR3: MAKE a list or highlight models & resources to share with your ITU team. Bring hard copy to next class meeting.<o:p></o:p></span></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></b></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">A hard copy was brought to class. In addition, our group will be meeting on Wednesday, February 1<sup>st</sup> after class to further discuss and plan our ITU. At that meeting, I would like to explore ways that we can simulate student input into our ITU. Also, I would like to discuss the ways we would launch our unit as well as ways we could have culminating final project. Finally, I would like to discuss the local resources available to us and how we can use those resources, maybe through an actual or virtual field trip, having access to experts at the lagoons, or even requiring some volunteer time at the lagoons (volunteer time is required by the high school to graduate).<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">RR4: IDENTIFY what tasks you would be well skilled at leading and contributing to for the ITU assignment.<o:p></o:p></span></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></b></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">I believe that I would be well skilled at:<o:p></o:p></span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: 34.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Developing the theme and activities that can be used around that theme,<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 34.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Finding resources and ways to integrate those resources into instruction,<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 34.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Connecting activities and learning experiences of the theme to state standards,<o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="margin-left: 34.6pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Differentiating the activities and products to meet the learning needs of my students.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">RR5: As a school team, IDENTIFY a theme for your ITU and SHARE ideas and a draft for a Cover Sheet with you ITU team</span></b><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">We meet briefly during class, when we were able to select our theme of conservation of the lagoons in Carlsbad. We will be meeting again on Wednesday, February 1<sup>st</sup> and we will be able to share more ideas on a draft cover as well as roles and ways we can integrate this theme.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">RR6:<span style="mso-spacerun: yes;"> </span>CREATE a Personal Learning Network (PLN).<o:p></o:p></span></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;"><br />
</span></b></div><div class="MsoNormal"><span style="font-family: Palatino; mso-bidi-font-family: "Helvetica Neue"; mso-bidi-font-size: 13.0pt;">Though the work that I have begun in our classes, I have begun to create my PLN. I have set up a twitter account, personal blog, as well as a Diigo account. I am especially excited about using the Diigo account and want to explore resources in my subject area through other’s bookmarks. I think this will be an invaluable tool.<o:p></o:p></span></div><!--EndFragment-->Michele Kinghttp://www.blogger.com/profile/10336644210652762529noreply@blogger.com1