I come from a line of teachers. My dad was an English teacher for over 30 years and my brother is currently a teacher like I am. Therefore, my family and I have lots of "philosophical" (if you can call them that) conversations about education today.
My brother works at a charter school in Florida. He was telling me a story about breaking up a fight between two young ladies at his school. A cop had to be present because of the background of one of the young ladies and the other young lady was in and out of school all year from suspensions, etc.
That spurred my brother and I on a very important question, "Why do we HAVE to provide these students with an education?"
Please do not get me wrong, I fully believe in turning a new leaf and students coming back from things like juvenile correctional facilities having learned their lesson. However, I have a student who is 17, has no hope of graduating even if he passes every class this year, and yet he is still in my classroom. He disrupts the learning environment, distracts others, in blatantly disobedient... so why can't we say "you have lost the privilege of getting a free education"?
Many conversations talk about what other countries are doing better. It's simple. They are holding their students/children accountable. If a student is not appreciative of their current educational surroundings they are gone - where as our system gives them plenty of ways to get around rules and through loopholes. We keep students in the education system even if they've been suspended in the double digits AND cause trouble in our schools. Even the students who don't "cause trouble" are lazy because they know if they cry to mommy and daddy about their grades that their teacher will give them 5,000 ways to make up their grade! And if the teacher doesn't (i've tried that) they get chastised for it.
What's wrong with our education system? Lack of accountability. Plain and simple. If I show up late to my job more than a few times - i'm fired. Why is school not the same? If I don't turn in my project for work on time - I'm punished and possibly fired if it happens again. Why is school not the same? If I get arrested, it is pretty impossible to find a job after that. Why is school not the same?
Saturday, November 29, 2014
Monday, November 3, 2014
Monday November 3rd, 2014
The time has come to fill you guys in on the gaming experiment/project my class was a part of! If you were not following my older blogs, my math classes as well as others in my building tested the effectiveness of a computer programming game that also taught math in comparison to a traditional way of teaching (we used IXL as "traditional"). These are unofficial results that have not been published yet and therefore I can't be too specific and can only paraphrase, but I'll do my best!
One observation was that boys and girls were both equally engaged in the program. I initially thought that this would be a pretty obvious observation, however the facilitator of the results mentioned that because of the programming aspect of the game itself, they were thinking males would have more engagement. I'm glad to hear it was equal. This could be something to encourage more women in the math and science fields of engineering and computer programming!
Another observation was that the game had a greater learning impact on the lower level of students. (By lower level I mean the students in the earlier course offered at the school). This made a lot of sense to me because the higher class that we used had already learned that particular math concept so I expected the other group to show more growth.
This last observation is one that I will primarily focus on. Of all the sub-groups, boys from primarily spanish-speaking households had the MOST engagement on the game, and the LEAST engagement on the traditional track. I wonder why that is? The game was progressive and went step by step like any normal lesson would. In fact, I actually found it more difficult than some of the progressions I ask for in class. So I wonder why his particular subgroup needs more engagement? What is their lifestyles makes them require more interactivity and realness?
Something to think about...
One observation was that boys and girls were both equally engaged in the program. I initially thought that this would be a pretty obvious observation, however the facilitator of the results mentioned that because of the programming aspect of the game itself, they were thinking males would have more engagement. I'm glad to hear it was equal. This could be something to encourage more women in the math and science fields of engineering and computer programming!
Another observation was that the game had a greater learning impact on the lower level of students. (By lower level I mean the students in the earlier course offered at the school). This made a lot of sense to me because the higher class that we used had already learned that particular math concept so I expected the other group to show more growth.
This last observation is one that I will primarily focus on. Of all the sub-groups, boys from primarily spanish-speaking households had the MOST engagement on the game, and the LEAST engagement on the traditional track. I wonder why that is? The game was progressive and went step by step like any normal lesson would. In fact, I actually found it more difficult than some of the progressions I ask for in class. So I wonder why his particular subgroup needs more engagement? What is their lifestyles makes them require more interactivity and realness?
Something to think about...
Thursday, October 23, 2014
October 23, 2014
Readers,
For those wondering about the MARS project from a few weeks ago, I have not heard back about the data yet. I will make sure to post a blog once I do. So for this week, I want to talk about challenges that teachers face (like myself) when it comes to implementing new technology.
Today, my math department and I just had a meeting about how we can incorporate calculus type ideas into algebra 1 courses. This can lead to less confusion on simple topics once students get to the Calculus level. The whole meeting we went through actual math questions, discussed our answers, and talked about how it would benefit students later in their math careers. The meeting was an overall success. However, now I'm wondering when I will have the time to implement these amazing new ideas and concepts. I wish we would have spent that meeting actually discussing areas and topics where this could be beneficial.
Having said that, this is how I feel about implementing technology into our classrooms. My district is really good about giving professional development days (like the one I had today that I referred to in the above paragraph). My district is also trying to get to a 1 to 1 ratio of chrome books to students. But there have not been any meetings that give us time to search the web and find new and interesting programs, games, or resources. As teachers we are already strapped for time and then we are suppose to find even more time to research the next up and coming program?
A shift needs to happen if teachers are to implement technology effectively. We need time to "play" not just be told to use technology. We need time to find the technology, try it out, and then come up with a game plan for how to use it "effectively"...not just "use" it.
For those wondering about the MARS project from a few weeks ago, I have not heard back about the data yet. I will make sure to post a blog once I do. So for this week, I want to talk about challenges that teachers face (like myself) when it comes to implementing new technology.
Today, my math department and I just had a meeting about how we can incorporate calculus type ideas into algebra 1 courses. This can lead to less confusion on simple topics once students get to the Calculus level. The whole meeting we went through actual math questions, discussed our answers, and talked about how it would benefit students later in their math careers. The meeting was an overall success. However, now I'm wondering when I will have the time to implement these amazing new ideas and concepts. I wish we would have spent that meeting actually discussing areas and topics where this could be beneficial.
Having said that, this is how I feel about implementing technology into our classrooms. My district is really good about giving professional development days (like the one I had today that I referred to in the above paragraph). My district is also trying to get to a 1 to 1 ratio of chrome books to students. But there have not been any meetings that give us time to search the web and find new and interesting programs, games, or resources. As teachers we are already strapped for time and then we are suppose to find even more time to research the next up and coming program?
A shift needs to happen if teachers are to implement technology effectively. We need time to "play" not just be told to use technology. We need time to find the technology, try it out, and then come up with a game plan for how to use it "effectively"...not just "use" it.
Saturday, October 4, 2014
October 4, 2014
Readers,
In this week's post I'd like to start by saying the students are really responding well to the Quest program that I've mentioned in the past. They are scoring high and are starting to figure out the expectations, how it effects their grades, as well as how to best handle glitches in the program. I'm very happy with my school's choice of program for online homework.
For today's post I want to discuss a new experience in the online blended world we live in. Last week, myself and 3 other math teachers at the high school I work at, were chosen to participate in a study. The study is for a computer programming game that could improve the engagement level of students of all ages. It starts by teaching them basic computer programming skills, then moves on to a specific learning objective.
The premise of the game is that you are a Mars Rover and you need to complete different objectives to progress through the game. The programs walks students through basic computer programming, and then you use programming to learn your teaching objective. In this case, the program revolved around slope-intercept form in mathematics.
The goal of the study is to test the engagement level of students. If the engagement level turns out to be better than typical methods used in today's classroom, the Mars game could progress to a national level and be tried out in not only math classrooms, but move into english, science, and any other subject area imaginable.
One half of the students in the study take a pre test, work on the game for about an hour, then take the post test. The other half take the pre test, work on IXL (which is a common math program used throughout the country) then take the post test.
I'm excited to know the results, of which I will blog about next week!
In this week's post I'd like to start by saying the students are really responding well to the Quest program that I've mentioned in the past. They are scoring high and are starting to figure out the expectations, how it effects their grades, as well as how to best handle glitches in the program. I'm very happy with my school's choice of program for online homework.
For today's post I want to discuss a new experience in the online blended world we live in. Last week, myself and 3 other math teachers at the high school I work at, were chosen to participate in a study. The study is for a computer programming game that could improve the engagement level of students of all ages. It starts by teaching them basic computer programming skills, then moves on to a specific learning objective.
The premise of the game is that you are a Mars Rover and you need to complete different objectives to progress through the game. The programs walks students through basic computer programming, and then you use programming to learn your teaching objective. In this case, the program revolved around slope-intercept form in mathematics.
The goal of the study is to test the engagement level of students. If the engagement level turns out to be better than typical methods used in today's classroom, the Mars game could progress to a national level and be tried out in not only math classrooms, but move into english, science, and any other subject area imaginable.
One half of the students in the study take a pre test, work on the game for about an hour, then take the post test. The other half take the pre test, work on IXL (which is a common math program used throughout the country) then take the post test.
I'm excited to know the results, of which I will blog about next week!
Sunday, September 14, 2014
September 14, 2014
Readers,
Here is an update on my progress with the online homework program Quest in my classroom. I entered this program fully aware of the main issues that would arise. The most prominent being that some students do not have access to the internet. I looked into the program and there is a way to print off assignments and you can access it on your phone using the free WiFi at school. That fixed the issue for most students.
However, now I'm running into issues simply because these are high school students. I have students sending me emails the night the assignment is due saying their internet froze so they couldn't finish their assignment. My response is that they should try completely shutting down their computer and browser and login in again to see if that reboots the program. If that doesn't work, I don't have any remorse for them because they should not have waited to the last day to finish the assignment (of which I give three full nights to complete).
Another issue is those students who are absent for more than 3 or 4 days in a row. Some are out of town, other students are ill. Do I excuse them from the assignment or since they know they have an online assignment every Monday, Wednesday, and Friday, they should have completed it anyway?
The worst issue of all, is now that it is week four of the school year, the buy in is not as strong. Many students are not even signing in to attempt the homework. Very few come in and ask questions. Instead they guess as many times as allowed which lowers their score tremendously.
I know I need to have a conversation with my students about all of these issues. I'm just wondering if I am doing the right thing by assigning these online homework's and assessments? Am I assigning too many? Am I expecting too much from 9th - 11th grade students? And the biggest underlying question I have...how am I suppose to try online and blended activities, when the majority of students refuse to do work outside of the classroom?
Here is an update on my progress with the online homework program Quest in my classroom. I entered this program fully aware of the main issues that would arise. The most prominent being that some students do not have access to the internet. I looked into the program and there is a way to print off assignments and you can access it on your phone using the free WiFi at school. That fixed the issue for most students.
However, now I'm running into issues simply because these are high school students. I have students sending me emails the night the assignment is due saying their internet froze so they couldn't finish their assignment. My response is that they should try completely shutting down their computer and browser and login in again to see if that reboots the program. If that doesn't work, I don't have any remorse for them because they should not have waited to the last day to finish the assignment (of which I give three full nights to complete).
Another issue is those students who are absent for more than 3 or 4 days in a row. Some are out of town, other students are ill. Do I excuse them from the assignment or since they know they have an online assignment every Monday, Wednesday, and Friday, they should have completed it anyway?
The worst issue of all, is now that it is week four of the school year, the buy in is not as strong. Many students are not even signing in to attempt the homework. Very few come in and ask questions. Instead they guess as many times as allowed which lowers their score tremendously.
I know I need to have a conversation with my students about all of these issues. I'm just wondering if I am doing the right thing by assigning these online homework's and assessments? Am I assigning too many? Am I expecting too much from 9th - 11th grade students? And the biggest underlying question I have...how am I suppose to try online and blended activities, when the majority of students refuse to do work outside of the classroom?
Thursday, September 4, 2014
September 4th, 2014
Welcome everyone to my blog directed toward K-12 educators who are looking to transition their classrooms into more of an online learning environment. I am currently enrolled in a masters program at UCDenver called eLearning and Technologies. Because of this masters program, my interest in incorporating online features into my classroom has exponentially risen. In today's blog, I will be talking about my first adventure in doing so with a program called Quest created by the University of Texas.
I am currently a high school math teacher. Homework is a large part of being successful in a math class. The rope practice is necessary for students but also very time consuming for teachers. Not only do teachers have to create the homework so that it aligns with their particular way of teaching, they must create an answer key for students to check, and grade it within an efficient time frame so student receive feedback.
Thankfully, our school decided to invest in a program called Quest. This is an online program where instructors pick the questions they would for each assignment and assign it to students with an online start date and due date. The program has a very large range of questions not only limited to math, but also science as well.
The program grades the students in many different ways which allows versatility. I have chosen to give my students 3 nights for each homework assignment to allow flexibility. I have also chosen to allow multiple chances to submit answers. What this means is, if a students answers correctly the first time they get the full amount of points for that question. If they answer incorrectly they get more chances to enter in an answer but the more "guesses" they make, the less points the receive. This allows students to practice the importance of asking questions when they are confused and continuously trying until they achieve their goal of understanding the question.
This is only week two of the school year, but I will continue blogging about the pros and cons to this program, as well as other programs I may come across as being useful.
I am currently a high school math teacher. Homework is a large part of being successful in a math class. The rope practice is necessary for students but also very time consuming for teachers. Not only do teachers have to create the homework so that it aligns with their particular way of teaching, they must create an answer key for students to check, and grade it within an efficient time frame so student receive feedback.
Thankfully, our school decided to invest in a program called Quest. This is an online program where instructors pick the questions they would for each assignment and assign it to students with an online start date and due date. The program has a very large range of questions not only limited to math, but also science as well.
The program grades the students in many different ways which allows versatility. I have chosen to give my students 3 nights for each homework assignment to allow flexibility. I have also chosen to allow multiple chances to submit answers. What this means is, if a students answers correctly the first time they get the full amount of points for that question. If they answer incorrectly they get more chances to enter in an answer but the more "guesses" they make, the less points the receive. This allows students to practice the importance of asking questions when they are confused and continuously trying until they achieve their goal of understanding the question.
This is only week two of the school year, but I will continue blogging about the pros and cons to this program, as well as other programs I may come across as being useful.
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