"Common Core in Action" Reflection

This article introduces the concept of the LDC, or Literacy Design Collaborative. This is simply a process in line with the Common Core that helps students develop better literacy and comprehension skill, especially for the areas of science and history. The article follows two teachers who implemented this procedure in their classrooms and saw phenomenal results. The LDC enforces very research based writing and uses this to accompany the learning done in class. The LDC is great, the Common Core is great, and whatever else new the school system wants to create is great, but I am almost sick of seeing new principles come out when every school is so far from being at the same point in the process of switching to Common Core. This was created in order for their to be uniformity across the United States, and I can attest to the fact that it is a current disaster. For example, these high school students are doing intense critical thinking, advanced writing, and obtaining crucial literacy skills. They are currently at about the same level I am as a college sophomore. Contrastingly, my high school brother is being talked at by the teachers and has never before heard the term Common Core before. So when I read these articles of these prized teachers who "invented" their own lessons for the Common Core, I want to react by saying "wait for the rest of us."

"Evolving Classroom Education" Reflection

This article recognizes the issue that, as technology is implemented within school systems, it will have to undergo constant update as newer models of the technological devices are invented. Three methods are suggested to limit the amount of update that will have to occur. BYOD (Bring Your Own Device) is a term most are familiar with; the benefit of this is that students will bring their up-to-date devices to class as they receive them with a personal budget. The second is NUI, or natural user interfaces, which incorporates the use of motion activated tools such as the Nintendo Wii or the Xbox Connect. The final, and most vague, method is the personal learning environment. The only explanation offered is that it gives students their own method of learning to adapt to their learning style and pace. Little other description is provided and I was left very unclear with the concept. The article ends by saying that technological advances need to sweep into public schools much quicker than they seem to be doing currently. Overall, I felt the article covered valid points that could save school systems money. However, I absolutely do not believe that these suggestions will in any way solve the problem of new technologies developing far faster than school can purchase them. This will forever be a repercussion of integrating technology this forcefully into school systems. I happen to not agree with the statement on which the article ends. I do not believe that the technological movement should occur as a "forward movement at a rapid pace." In fact, I think that this is the main reason why problems have arisen thus far. School boards as well as the nation need to ease into the process in order to recognize errors and raise new questions before the entirety of our nation becomes entrapped in yet another failure of the educational system.

Voki

Bully

There is no one solution to bullying, nor is there a way to completely rid of it in schools. There are ways to lessen the prevalence of bullying, however. The only way I see that bullying can be helped is through the attentiveness and responsiveness of school faculty. Schools need a counselor whose main goal is to assist in problems resulting from bullies. It is the job of whoever sees the problem (mainly teachers) to report the student to the school counselor. The school counselor, in turn, should dictate the process of punishing the bully. I think its important to have an employee who takes action upon the problem and consults with those students he/she feels are being bullied. This is the key to fighting bullying and to giving those that are being bullying a feeling of self worth that has been robbed of them.

"Augmented Reality Snags a Coveted Spot in Classrooms" Reflection

Laura Devaney writes this article to inform readers about the next evolutionary turn in the classroom: augmented reality apps. She describes the apps as tools that offer information when you scan by an object or area. An example she uses is holding an iPad up to a historical painting. The app will display popups that allow the student to click on historical information about the painting, sounds to listen to while observing it, etc. The introduction of these apps can add depth and a new future to technological learning.

I personally love the idea of using augmented reality apps in the classroom. Despite what other teaching professionals may argue, I believe that students learn best from interaction. This form of interaction simply requires the assistance of technology, rather than technology consuming the entire activity. However, the technology very much enhances something that a student may have learned very little from without it (ex. the painting). My mom's second grade classroom will soon be receiving iPads that they must center around certain lesson plans in the classroom. I cannot think of a better way for second graders to learn from a iPad than from this type of app. It offers the opportunity for the teacher to still govern and plan what is learned, students to learn from interaction, technology to be incorporated, and a deeper learning experience than a textbook. I see nothing but positive learning possible here. This is one of the few technological advances that has me convinced.

"Five Essentials to Create Connected Students" Reflection

Vicki Davis, a teacher and IT Administrator, writes this article alerting educators to make time for technology. Davis lists five essentials that she believes will have students better educated to participate in the real world. She refutes that students should be displaying their work on the internet rather than schools clearing it off computers each semester. Students should also be the inventors behind the apps we download rather than just the consumers of them. Her argument boils down to students having more credibility and worth than what they are given in the classroom and need to be treated as such.

Shockingly, this article gave me one good reason to stop hating on Twitter in the classroom. I am fond of the idea that students can communicate with authors via Twitter, as this would further enhance their pursuit of literary learning. I am still leery about becoming too dependent upon technology in the classroom, but I admit that this article found balance between the two worlds. Essential #4 is labeled "a strategic disconnector" and describes how students need to be taught things such as turning off their notifications while they study or learning how to put down the cell phone when having actual conversations. With technology tearing through our world at the rate it is, I suppose the least we, as educators, can do is utilize and take advantage of it.

"21st Century Skills: Why They Matter, What They Are, and How We Get There" Reflection

Ken Kay, the president of 21st Century Skills, begins this book by discussing how vital 21st century skills are in the classroom. He proposes that the nation's curriculum be based upon acquiring and teaching these skills, rather than drilling the same subjects' concepts relentlessly. Kay claims that doing well in school no longer prepares students for college nor guarantees a job later on in life. Students need to be taught and tested upon the skills of creativity, problem solving, and critical thinking in order to better prepare them for the new American society. Kay states that "With 21st century skills, students will be prepared to think, learn, work, solve problems, communicate, and contribute effectively throughout their lives" (xx). Fourteen states have already hopped on board and began to implement this program: Arizona, Illinois, Iowa, Kansas, Maine, Massachusetts, Nevada, New Jersey, North Carolina, Ohio, South Dakota, West Virginia, and Wisconsin. It is also relevant to note that Ken and others interviewed and obtained the opinion of policymakers, educators, business people, community organizations, and parent before constructing this model.

I agree completely with the framework laid out in this foreword chapter. Throughout my years of school, I have always said that we will use less than half of what all we are taught in class. Some of the most vital things for an individual to survive (how to make a resume, how to appropriately e-mail professors, how to plan for retirement, etc.) are not taught by schools. It is left up to the parents to fulfill this duty, leaving those students without responsible parents at a severe disadvantage in the professional world. However, I fear that, as Americans, we are trying to implement too much change at one time. We have recently introduced the Common Core Standards, and now this is being presented to the educational world. I do not know, for instance, how these two programs could be incorporated. If they are not somehow incorporated, they will surely divide the nation and its graduates along with it. I am also concerned with the amount of training teachers will be forced to undergo. With the example the text gives of West Virginia, every teacher is now being trained during "in-depth summer sessions" and in "follow-up web-based coaching during the school year" for which I am quite sure they are receiving no additional pay. This program involves completely uprooting our current educational system, and I am fearful as to the extra hours that would mean for teachers.

"Why Tough Teachers Get Good Results" Reflection

Joanna Lipman discusses a former orchestra teacher of hers, Mr. K, who relentlessly taught the students without sympathy. She claims that his best compliment was "not bad" and that he often referred to his students as "idiots" when they made mistakes. Lipman argues that this teaching style is the best method and provides optimal results from students. The end product is ultimately and more confident individual who has been taught to try again when you fail. The traditional teaching mentalities that Lipman says should be implemented in classrooms today are "a little pain is good for you, drill baby drill, failure is an option, strict is better than nice, creativity can be learned, grit trumps talent, praise makes you weak, and stress makes you strong." She claims that studies show that these methods produce more successful students and adults with thicker skin.

Ultimately, I agree with the basis of Lipman and others' findings on this subject. However, there are key points with which I do not agree at all. The first is the lecture style classroom that Lipman so heavily encourages. She explicitly refutes the success of collaborative and active learning methods. I can say personally that I learn little to nothing from lecture, and I am a 19 year old college student. These elementary school kids we will soon be teaching want nothing to do with lecture. I would be amused to observe the "success" of such a teaching style. Secondly, I do not agree with the tests given to students in the subject titled "failure is an option". If you distribute problems that you know your students cannot solve, that does nothing but encourage lack of self esteem. Instead, we, as teachers, should implement the concept of a challenge. Challenging classrooms encourage success; impossible classrooms encourage defeat. I could go on with my list of disagreements on this article, but honestly it boils down to what kind of educational system America is striving for. If we aim to become like the Chinese, these principles are phenomenal. However, they cannot simply be incorporated into American classrooms and be expected to blend in with the curriculum. Policies like these involve evolving the entire American educational system.

Inspiration Comments

Erika: Very interactive activities, gets students excessively involved. The bulletin board portion could be explained better in the presentation.

Jacqueline: Very presentable when approaching the presentation, looks pleasant. Could have projected towards the audience more rather than looking at the smart board.

Mary Catherine: I like how she plans to incorporate the students by letting them share their childhood stories. The eyesight challenge may be slightly irrelevant.

Jennifer: I am afraid there are too many worksheets incorporated in this lesson and the students may get bored. However, the topic is great and I think the lesson provides lots of opportunity for learning.

Amanda: Great balance of different activities. I think the students will be very interested and involved. I am not sure how the song plays into the activity though. I don't think it adds anything beneficial.

Jordan: Great projection and presentational skills. I wonder how this lesson would play into standard curriculum, however. Would this intertwine with a chapter in the science book? I like how she teaches how to utilize the library. That skill will be greatly appreciated later on.

Jonathan: I think the subject matter as well as the video clips is particularly interesting to students of this age. Maybe a more interactive activity should be incorporated as well.