And We're Off!

Well, the school year went off with a bang this year! Miss Kentucky gave an inspirational speech, students were given a trinket such as a necklace or crown, and the teachers performed a flash mob. Wee! I've gotten the first steps of my AR project underway. Fourth graders have taken the Student Engagement Inventory (SEI) and will take the Attitudes Towards Mathematics Inventory (ATMI) tomorrow. They've also taken a math interest inventory indicating the types of projects they would enjoy. Luckily many students are interested in building and flying kites, one of the units I will use during the AR project. Most students have generally positive feelings in relation to engagement and familial support. I will give parents the engagement and achievement survey this week. Students will take the first bi-weekly mathematics probe and graph their results this coming Friday. I'm excited with the student's excitement at being back to school and am dually looking forward to implementing projects to teach the skills. I'm really hopeful for positive results of the impact of PBL on student engagement and achievement! 

Keep calm and teach on

Last time, I vehemently bashed the Common Core. Yet as promised, today's post is full of optimism. As I complete the literature review piece of my action research project, promising new strategies emerge for sparking in students a love of learning, mastery of 21^st century learning skills, and mastery of critical content. So, without further ado, I present to you the project-based learning (PBL) method.

What is PBL?

In the broadest sense, Blumenfeld et. al (1991) describe project-based learning as a teaching method that revolves around student investigation of authentic problems. Also referred to as problem-based learning (Ali, Hukamdad, Akhter, & Khan, 2010) project-based learning can be conducted over extended periods of time and centered on broad problems (Blumenfeld et al., 1991), or can be confined to the parameters of a single day as in the one-day, one-problem approach presented by Rotgans and Schmidt (2011).

What are the components of PBL?

Essential elements of PBL include a central question to establish and guide action that results in myriad student products to address the central inquiry. Responsibility for learning is largely that of the students. Learning takes place at a pace defined by student need and readiness levels (Ali et al., 2010).

What are student roles in the PBL classroom?

Student roles in the PBL environment rely heavily on self-directed learning (Rotgans & Schmidt, 2011) and self-regulation (Ali et al., 2010). In essence, students engage in a cyclical and continuous process of the scientific method, observing and predicting, questioning and hypothesizing, designing plans and collecting data, and analyzing and sharing conclusions (Blumenfeld et al., 1991). Students collaborate with peers to develop personal learning goals, fostering “autonomy, agency, and empowerment” (Rotgans & Schmidt, 2011, p. 1)

What are teacher roles in the PBL classroom?

Primarily, the teacher serves as a facilitator of the scientific method, posing a mathematical situation and leading students to theorize a problem. They promote idea communication and collaborative study alongside individual task completion. They assist students by emphasizing summarization and meta-cognition (Xiaogang, Chuanhan, Bingyi, & Yunming, 2007). They control classroom variables including space and time to further expedite the PBL process (Rotgans & Schmidt, 2011).

Want to learn more about PBL?

Check out these articles (available online through most journal databases, such as ERIC or EBSCO.

Cognitive engagement in the problem-based learning classroom

Jerome I. Rotgans and Henk G. Schmidt

Motivating Project-Based Learning: Sustaining the learning, supporting the doing

Phyllis Blumenfeld, Elliot Soloway, Ronald Marx, Joseph Krajcik, Mark Guzdial, and Annemarie Palincsar

Experimental research on mathematics teaching of “situated creation and problem-based instruction” in Chinese primary and 
secondary schools

XIA Xiaogang, LÜ Chuanhan, WANG Bingyi, SONG Yunming

Engagement with mathematics: what does it mean and what does it look like?

Catherine Attard

Effect of Using Problem Solving Method in Teaching Mathematics on the Achievement of Mathematics Students

Riasat Ali, Hukamdad, Aqila Akhter, and Anwar Khan

Common Core Rant

Inspired by my classmate Jody on his blog, (thanks for being grumpy, Jody! ☺) I've decided it's my turn to rant. My Grandpa sent me an article a month or so ago from the Columbus Dispatch in Ohio. I just got around to reading it, and was relatively annoyed. The article, entitled "Students need challenge of Common Core standards", was written by Jeb Bush, chairman of the Foundation for Excellence in Education. 

The former governor described the standards as "state-driven, voluntary, and truly bipartisan" (Bush, 2013). Nevermind the fact that it was penned by the National Governers Association (NGA) Center for Best Practices and the Council of Chief State School Officers (CCSSO), both of which consist of education heads and not necessarily people with any classroom experience. Nevermind the fact that grants such as Race to the Top require "adoption of standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy"(Federalregister.gov, April 16, 2013) with little wiggle room for adoption of eligible standards outside of the Common Core. Nevermind the complex interrelatedness between education, (questionably sound) corporations, and (questionably sound) politics charged by many of the donors and members of the Foundation for Excellence in Education, the CCSSO, the NGA, and the Fordham Institute. (Yes, I’m talking to you, McGraw-Hill, Cisco, Pearson Education, Microsoft, Gates Foundation, etc.) Nevermind the strange occurrence that Bloomberg Philanthropies and the Bill and Melinda Gates Foundation are both donors to the Foundation for Excellence in Education as well as the Fordham Institute...

Bush further states that the Thomas B. Fordham Institute compared previous ELA and mathematics standards to Core Standards and found that these standards were more "rigorous, clear, streamlined, and relevant" (Bush, 2013). Oh boy, here we go. 

Rigorous: Well, I can agree with that. No argument here. They definitely are more rigorous than previous standards. However, I do argue that the standards are not developmentally appropriate. According to Piaget, and now widely accepted by many, children working at the preoperational stage lack the ability to view something from alternate perspectives and have difficulty working at an abstract level. Many of the standards, conversely, require abstract generalizations students may or may not be developmentally ready to comprehend. 

Clear: Now, this one REALLY irks me. NONE of my colleagues, retired educators in and outside of my family, friends, classmates, students, or students’ parents would agree that each and every Common Core standard is clear. While some of the standards are certainly cut-and-dry, standards as low as the third grade level are verbose and full of content-specific jargon that certainly don’t lend themselves to understanding by all stakeholders. You'll see concrete examples of this argument in a minute. 

Streamlined: Um, what? There are numerous examples of great areas of disconnect in a particular concept or strand. Students first learn about 3-D shapes in Kindergarten, where they must analyze and compare different 3-D shapes. In first grade, students are required to compose 3-D shapes “to create a composite shape, and compose new shapes from the composite shapes” (Common Core Standards, 2013, Standard 1.G.A). Students don’t see anything about 3-D shapes again until sixth grade. 

Relevant: Yeah, right. Which of the following is more relevant to elementary-age students, in your opinion? Option one: students learn about money beginning in kindergarten. They work with money yearly until reaching grade 5, at which time they transition to learning about fiscal responsibility, money management, and economics. Option two: students learn about money beginning in grade 2. They do not work with money again until grade four, at which time they are expected to
 “Use the four operations to solve word problems involving…money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit”(Common Core Standards, 2013, Standard 4.MD.A.2). If you chose option 1, you're probably a sound judge of relevant knowledge and critical life skills for primary students. If you chose option 2, you're probably a fan of the Common Core. 


Now, don’t get me wrong. I’m definitely a fan of standards to promote “rigorous, clear, streamlined, relevant”(Bush, 2013) learning. Having lived in five states growing up, I even like the idea of using a widely accepted set of standards that meet the aforementioned expectations. However, I'm NOT a fan of flowery-written standards created by people that do not work directly work todays' diverse 21st century learners. I'm NOT a fan of politically-driven agendas that undermine teaching as a profession and do not have childrens' true needs at heart. And I’m CERTAINLY NOT a fan of the feelings of guilt and failure I and many other teachers probably experience in knowing that the things we HAVE TO TEACH aren’t the things that we know our students NEED TO LEARN. 


And don’t worry; I’m not quite that grumpy! My next blog post will include ideas for what can be done to fix the current system flaws. ☺

Question of the day: what are your opinions on the core standards, especially in relation to being “rigorous, clear, streamlined, and relevant”? 

Re-training the flea

My professor showed this video during our first class, entitled "Digital Age Learning and School Technology Leadership". To me, it was a stark representation of how resistant our current education system is to change. I could go on and on about the current problems we face, but I'd instead like to focus on how we can break the imaginary lid. How can we change the current system? In a sense, I think it starts in the classroom. Teachers implementing innovative practices that promote 21st century skills can lead the charge for change. When school leaders, administrators, parents, and community members see the impact that new methods have on student achievement and engagement, they begin to understand the value of change. However, it's also important that school leaders promote innovation in the classroom. Teachers often don't feel comfortable making changes in the classroom because they lack support from administration. School leaders can promote 21st century skills by modeling these skills themselves and including them in faculty conversations and observations. Of course, if we truly want changes to occur, it also takes parental support. Parents should push for policy change at the school, district, community, and state level as they see fit. They need to support teachers that attempt innovative practices, and ensure involvement in their children's education. Altering the current system, breaking the imaginary lid, is a process that requires involvement by all. While it might be a long and difficult process, I'm willing to face the challenge, and I hope you are too. 


Question of the day: What strategies do you feel can help break the imaginary lid? 

Blogging in the K-12 classroom

No doubt if you're a blog reader, or a blogger, you recognize some of the benefits blogging provides. It gives you a venue for publishing your work. It offers a space for creativity and work-sharing. For some, it serves as an online journal. But, have you considered using blogs in the classroom? Today, instead of reinventing the wheel, I'd like to share some links with you that highlight some of the intriguing ways blogs can be used to enhance the curriculum. 

Tons More Blogging Links

15 Awesome Ways to Use Blogs in the Classroom

Using Blogs to Promote Literacy in the Classroom

The Ultimate Guide to the Use of Blogs in Teaching

Slideshare: Using Blogs in the Classroom

33 Ways to Use Blogs in the Classroom

So...You Wanna Use Blogs in the Classroom

Question of the Day: What are some of your favorite blogs, educational or not? Do you use blogs in the classroom? Why or why not? If so, how? 

More resources....Youtube Channels

In the spirit of work sharing, I want to give you some of my favorite Youtube channels I subscribe to. These are really helpful for integrating multimedia into instruction. I use them for instruction, professional development, and also for a bit of comic relief (usually during snack time). 


Mahalo Math: If you've never checked out mahalo.com, get there... NOW! Their motto is "Learn Anything". Enough said. This definitely isn't just limited to elementary stuff!

TeqPD: This isn't really something for the kids...it's to help you learn about tech integration in education. Lots of how-to webinars. 

Sol Tree: Another PD channel- stands for Solution Tree, created by Will Richardson. Visit Solution-tree.com for more resources. 

LearnZillion: Another math channel. I really like the graphics included in these videos. Videos for all levels. 

Test Prep: This one isn't a channel, it's a playlist I created to use with elementary students. Lots of fun test taking tips and songs. 

Question of the Day: What are your favorite Youtube channels or playlists? 

Theory of Action, revisited

After reading chapter 6 of Richard Sagor's The Action Research Guidebook, I realize the need to revisit my theory of action drawing using the walkthrough suggestions on pages 98-100. First, I have labeled each factor, issue, variable, or relationship as significant: as Sagor describes, this means I "must believe that this factor or relationship exercises a powerful influence over [my] ability to influence the phenomenon under study" and I must also "feel this factor can be significantly influenced by [my] actions" (p. 98). I have labeled these actions with an S. Next, I examined each factor labeled with an S, asking "how confident am I about the workings of this factor, variable, or relationship" (p. 100). Anything that I am uncertain of I've labeled with a U. Things labeled SU should be the main focus of my AR project. This really lessens my load and focuses my research so I can draft my research questions. More on those another time!

Tech Resources

After some good feedback from my Twitter post (thanks Mike Kimble!) I thought I would share some more worthy tech resources with you. Instead of reinventing the wheel, I'd like to direct you to my a Live Binder I created, which includes TONS of excellent tech resources (Thanks Bari Douglas for teaching me about Live Binders!) There are lots of tutorials and articles to support you in your quest for tech integration. As always, I'd love to learn about YOUR favorite resources for technology integration. 

http://www.livebinders.com/play/play?id=860660

Question of the day: What are some of your go-to resources for technology integration in education? 

Action Research Musings

Well, I think I may have centered on a topic for my action research project, provided it isn't too broad. I'm thinking I will focus on increasing mathematics achievement and engagement, mainly through the use of project based learning, LMS implementation, and conversations with mathematical experts. Additionally, I want to focus intensively on student self assessment and development of basic facts. Here is my Theory of Action drawing to support my ideas. I'd really appreciate some feedback on the ideas included in this map.  http://www.screencast.com/t/QBAv0xv3kH

Question of the day: Have you ever engaged in action research? What were the implications? Do you feel that it is a worthwhile endeavor? 

Twitter Resources

I'm sure we all know the valuable resource that Twitter is for...well, basically everything. Particularly, educators can find a motherload of resources from the social media network. For a Sunday treat, I'd like to share some of the coolest people or groups I follow related to education. 

Carnival of Math: @CarnivalOfMath This math related blog has puzzles, mindbenders, articles, and pretty much all things math. Viewers can submit resources. 

Rick Wormeli: @RickWormeli After hearing Rick speak at the Differentiated Learning Conference in 2011, I became hooked! With specific focus on mastery learning and standards based grading, his Twitter feed leads to a myriad of other valuable resources. 

21st Century Teacher: @21stCenturyTch Pretty much speaks for itself! 

Vicki Davis: @coolcatteacher: save time finding internet resources, articles, blogs, and more; this woman does it all! 

Dan Meyer: @ddmeyer: Ever seen the Ted Talk entitled "Math Class Needs A Makeover"? It's that guy. Haven't seen it? Check it out here



Question of the day: What is your most valuable Twitter resource? 

Online Learning

I've been inspired and intrigued lately by my younger sisters, namely in regards to their experience with technology and education, and how this experience differs from my own. This time, course readings sparked a conversation with my youngest sister, an upcoming high school sophomore. I was curious to know what her typical school experience with technology looked like. On average, she uses computers once or twice per month. This pales in comparison to the texts, tweets, snapchats, and instagrams she sends: around 200 per day! Clearly, additional evidence supporting the disconnect between technology usage in and out of school is unnecessary. But strangely, even amidst total immersion in technology in her personal life, my sister described teachers who use "step-by-step* online learning are usually just the teachers who are lazy and don't want to teach" I'm not sure quite what step-by-step lessons entail- she said the learning system "doesn't adjust to whether you get answers right or wrong, it just teaches you things you learned in a lesson previously". I do know, however, that when an individual so tightly tied to digital interaction describes teachers who use these materials alongside regular instruction as lazy, they are indicating a strong cultural understanding of "the nature of the teaching and learning practices"(Collins & Halverson, 2009, pg. 35). If it is difficult for teens to understand the necessity for education reform and technology integration, just imagine what a process it must be for veteran teachers, leaders, parents, and politicians!! It is up to the technophiles and the cautious optimists (Cuban, 1993) to lead the way for a restructuring of the education system to meet the demands of this digital age. 

Question of the day: Think of all the classes you've taught, observed, or participated in. On average, how many times per month is technology used to enhance instruction in these classes? 

Tech Enthusiast or Skeptic?

In Allan Collins & Richard Halverson's text Rethinking Education in the Age of Digital Technology: The Digital Revolution and Schooling in America, the authors present two conflicting arguments for the education system today. The primary argument is that of the technology enthusiast. This educator sees the immense value of technology integration in the learning process in response to the changing ways we think and communicate. Specifically, "technology enthusiasts believe that computers can provide the kinds of immersive, customized, and adaptive learning opportunities that can reach the children who fail in schools...the challenge....is to build technology into the core practices of school" (Collins & Halverson, 2009, p. 29). Benefits for tech integration of this extent include an increase in rich interactions, learner control, and reflections, to name a few. 

The skeptic argues that the barriers to tech integration outweigh the benefits. Perceived impediments include high costs, unequal access, time and instructional constraints, and community pushback. These educators support traditional schooling methods such as uniformity, standardized assessments, and learning by assimilation. 

In a spectrum with enthusiasm at the far left and skepticism at the far right, I feel I fall 2/3 of the way left. I agree with the majority of arguments set forth in the enthusiasts argument, but I still recognize the value and criticality of certain traditional schooling methods. One reason is the uncertainty of the future of our world and technology's role in this world. While I don't feel that technology is going anywhere, political, fiscal, and even atmospheric conditions contribute to the ambiguity of the coming years. In the event of a tragic, world altering occurrence, would a society that relies solely on technology be capable of bouncing back like those from our greatest generation? For reasons such as this, I feel it is important to strike a balance between technology-infused and traditional education methods. 

Question of the day: Where do you fall on the spectrum? Why? 

Graduation Musings

As I listen to the superintendent and BOE president present my sisters' graduating class, a few statements stand out. In announcing the graduates, he reads that the graduates have "met the requirements of the state and district". In between my feelings of pride for my sister's many accomplishments, I can't help but consider this statement. Never during the presentation does he mention the graduates as well prepared individuals capable of contributing to society, of competing in today's global marketplace. And rightly so- according to Tony Wagner in Global Achievement Gap, many business leaders cite the virtual unpreparedness of today's graduates. Is the common statement of the superintendent an acknowledgement of this lack of workforce readiness? Is it an unspoken disclaimer much like the small text at the bottom of a car commercial? Ill let you be the judge of this.One thing I do know, however, is that our education system has a long way to go in the way of true college and career readiness.

Last Day of School

Well, today was my last day as a third grade homeroom teacher. It was bittersweet, but no tears today because I'll be a fourth grade homeroom teacher next year, and will have all the students again either in homeroom or in math. 


Question of the day: When is your last day of school?