Week 8, Blog 3 - Standardized Test Prep

The article is from the following site: http://www.edutopia.org/blog/how-to-make-standardized-test-prep-available-to-all-students.

With standardized testing being so prevalent in today’s educational field, this article provides some important ideas that can help teachers, schools, and students best prepare for the high-stakes tests.  The first strategy that Alexander provides is to have students read, read, read.  Not only should they be reading, but they should be reading with a focus on determining the tone, theme, structure, and purpose of the author.  If they do this, then they will be directing their reading, focusing it, and formulating an understanding of the overall piece.  From there, they’ll have a better chance at correctly answering the questions on the standardized test.  This idea is crucial.  It cannot just be about teaching students how to understand the plot of something.  I have to strive to teach my students how to think more dynamically about the works that they are reading.  If I can get students to read and think in a more complex manner, then the students will have a better chance at improving on the standardized tests.

Another strategy that is provided is for teachers to help students build their vocabularies.  This includes teaching them how to break down the words, use context clues, and so on.  One of the best ways to do this is to do think alouds.  Teachers need to show students how they can break down the words so that they can better understand the reading.  If students cannot decipher what words mean, then they will be unable to read effectively as they will be lost.  We cannot afford to have this happen.  Teachers have to instill within students a stronger vocabulary.  One other way that we can help improve their vocabulary is for students to use their smartphones when they encounter a word that they don’t understand.  They can look it up on their smartphone and have it defined for them immediately.  This should happen in the classroom.

One final strategy that she suggested was to have students do their own practicing.  This is huge.  Teachers and administrators have to make these test guides available to students.  Many are cheap and online.  The more students practice, the better they will do.  It has to be noted that it is not only the responsibility of the teachers and schools to prepare students for these tests; it is also the responsibility of the students and parents as well.

Alexander, Andrea. “Leveling the Playing Field: How to Make Standardized Test Preparation Accessible to All Students.”  6 July 2011.  Web.  Edutopia.org. 7 Aug. 2011.  <http://www.edutopia.org/blog/how-to-make-standardized-test-prep-available-to-all-students>.

Week 8, Blog 2 - Assessment

The article is from the following site: http://www.edutopia.org/stw-assessment-ten-lessons-get-started.

With assessment being such an important and vital aspect within teaching, the Edutopia Staff provided ten key elements that comprise quality authentic assessment.  I’d like to focus on a few of these components in depth.

According to the article, one of the key aspects of authentic assessment is to use a rubric.  I completely agree.  By providing students with a rubric, they have an understanding of the expectations that they need to meet.  Furthermore, when they get their assessment back, they will be able to see exactly where they need to improve and where they did very well.  Rubrics have to be designed smartly so that students know exactly what is needed.  In my school, we’ve really focused on developed high-quality rubrics so that our assessments are more valid and stronger.

Another concept found within the article was the idea that teachers have to think backward.  In other words, we have to begin our planning with the summative assessment in mind.  After creating the summative assessment (the main point of the entire unit), teachers can then go through and create formative assessments that can help shape student understanding of the material.  The formative assessment is meant to shape the students’ understanding of the material so that they can do well on the summative assessment, thus showing mastery of the learning targets.

One other interesting idea posited by the article was that students should be given assessments on demand.  After a lesson, for example, on the following day, teachers should ask students to write a response in correlation with what had just been learned.  I often do this and it is effective.  First, I can gauge how well students are learning.  Second, I can understand where students were erroneous in their thinking.  From there, I can re-teach the material so that students can have misunderstandings clarified.

The article also suggested that teachers provide students with the opportunity to assess themselves.  This is very important that teachers provide students with the opportunity to reflect on their own learning.  This will help students learn to reflect so that they will know how they’ve grown and also understand where they need to continue to improve.  Understanding your own strengths and weaknesses is very important in learning, and it is more valuable coming from yourself than from somebody else (i.e. your teacher).

One of the interesting ideas that the Edutopia staff suggested was for teachers to work together and collaborate on material.  I couldn’t agree more.  I am fortunate to work at a school where my colleagues and I are able to work together to create materials that we’re very proud of.  Of course, we are never satisfied and we constantly strive to improve our lessons, plans, and assessments.

As you can see, there are numerous characteristics that are involved in authentic assessment.  We as teachers have the awesome responsibility of creating assessments that will ensure growth within our students.  We have to continue to work hard at creating quality assessments in order to best prepare our students for the demands of the future.

Edutopia Staff.   “Ten Takeaway Tips for Using Authentic Assessment in Your School.”  No Date.  Web.  Edutopia.  7 Aug. 2011.  < http://www.edutopia.org/stw-assessment-ten-lessons-get-started >.

Week 8, Blog 1 - Classroom Groups

The article is from the following site: http://www.edutopia.org/blog/student-grouping-homogeneous-heterogeneous-ben-johnson.

This interesting article explores the issue of grouping students.  He notes that teachers have sometimes grouped the best students with the worst students so that they can lead the others to the promised land of disciplined learning.

With this premise, he maintains that many students can see right through what teachers are doing.  This creates tension, anger, resentment, and even hurt feelings because of trying to eliminate discipline problems. 

The points that he makes are very valid.  At times in years past, I have done this.  What often happens is the same people take the leadership and direct the learning and some people never have a voice. 

His solution was that we need to divide students up in various ways.  Highly motivated learners with highly motivated learners.  Medium with medium.  Low with low.  You can also split them up in various ways.  From there, he noted that you can split kids up based upon their favorite ice cream color, candy, etc.  This would be more random and would create a fun atmosphere as well.  And with technology, I’m sure there’s some programs that can split the kids up completely randomly.

This makes sense; kids will work with others and this will allow for some students to have more of a voice and take on more leadership skills.  Furthermore, the randomness will allow for more respect between the student and the teacher.  No longer will that resentment be there and this will help increase the learning and the motivation.

In my classroom, I often let students pick their own groups.  This works because they can work with their friends and concentrate on accomplishing the task while knowing that they can trust their partners.  Of course, I explain that there are strict expectations and that if they deviate from staying on track, then they will not be working towards mastery of the learning material. 

In sum, varying up the way that you do grouping is the way to go.  This keeps things fresh in the classroom and may help some students become stronger leaders and learners.


Johnson, Ben.  “Student Learning Groups: Homogenous or Heterogeneous?”  2 Aug. 2011.  Web.  Edutopia.org.  7 Aug. 2011.  <http://www.edutopia.org/blog/student-grouping-homogeneous-heterogeneous-ben-johnson>.

Week 7, Blog 3 - Classroom Design

The article is from the following site: http://www.edutopia.org/what-they-see-what-we-get.

This article is about the ways that we can better design our classrooms so that our students can get the best education possible.  The belief that uniformity in lighting and color choice was debunked by Fielding.  He maintained that it was critical to have a some different lights, with the brightest in the center.  Furthermore, he argued that it was important to have windows for children.  He pointed out that some people believe that the windows would cause distraction.  However, he argued that it was vital that students had a connection to the outside world.  The windows offer that opportunity.

He also pointed out that it was important that colors found in nature and human tones are the best kinds of colors to be used in the classroom as well.  Those are the colors that are best for young children and they help them feel more at ease as well. 

What is interesting about this article is that we have to pay close attention to how we design our classroom.  Every small nuance within the classroom can positively or negatively impact the children.  Careful selection of colors, posters, desk arrangement, and so on must be planned by the teacher in order for the students to get the best education possible.

We must take this one step further.  When designing the online classroom, we have to be smart in our selection of colors.  We have to make sure that the sites we create (whether blogs, wikis, or so on) are inviting to the students and make use of a warm color palette.  If we do this, then student learning in the online community will be enhanced as well.

This was an interesting article as it made me think about the tiniest details of my classroom.  We must always remember that the smallest of things make the biggest of differences in the education of people.

Fielding, Randall. “What They See Is What We Get: A Primer on Light.”  1 March 2006.  Web.  Edutopia.org. 31 July 2011.  < http://www.edutopia.org/what-they-see-what-we-get >.

Week 7, Blog 2 - Turnarounds

The article is from the following site: http://www.edutopia.org/blog/turnarounds-schools-next-generation-obrien-anne.

With school turnarounds being one of the latest buzz words in education, OBrien blogs about a very interesting alternative to what the government has offered in regards to school turnarounds.  Noting that the four alternatives that the government offers for turnarounds – which, by the way, have yet to be proven to actually work – neglect to tap the teachers and principals for their energy, OBrien posits that there needs to be another option.  One of the reasons is that an elementary rural school in northwestern Michigan is much different from an inner city Miami high school which is quite different from a Seattle suburb middle school.

Instead of getting rid of all of the teachers and administrators (which is found in many of the turnaround options), OBrien believes that going with the SLI (Strategic Learning Initiatives) model is the one that schools should go with.  One of the reasons is because it involves teacher buy-in to the program.  Teachers have the opportunity to look at SLI model and then they vote on whether they want to go with the model.  If enough (80%) of the teachers vote on the model, then the school will adopt the model and begin the training of the staff.

SLI not only trains the staff, but it also trains the parents.  By teaching the parents what the state benchmarks and standards are, they are involving the parents directly within their student’s education.  I believe that this is a crucial element to why this SLI program is so successful.  You have to have parents involved in their children’s education.  If they know what is expected of their child, then they can help their child progress toward mastery of the learning targets.  I think that this is a major reason why this model is so successful.

Another reason why it is successful is because it focuses on student outcome based on weekly assessments.  Based on assessment results, teachers can figure out what is working and what is not working.  They can also understand how to better teach each individual child so that maximum learning can happen for all of the children.

This form of school turnaround sounds much better for the parents, teachers, schools, administrators, and community.  It focuses on everything that is involved in education: the student, the parents, the teachers, and the administrators.  Instead of being top-down, it is student and teacher driven.  This should be a model that the government looks at instead of the threatening turnaround ideas that currently exist.

Obrien, Anne.   “The Next Generation of School Turnarounds.”  25 July 2011.  Web.  Edutopia.  31 July 2011.  < http://www.edutopia.org/blog/turnarounds-schools-next-generation-obrien-anne >.

Week 7, Blog 1 - Online Collaboration

The article is from the following link:  http://www.edutopia.org/blog/social-studies-collective-ron-peck-sschat.

This article was awesome.  Ron Peck discusses how sometimes, it is very difficult to collaborate with fellow teachers in your own building.  With the advent of the Internet, now, teachers can collaborate with hundreds – if not thousands – of fellow likeminded teachers.  Although I have a great relationship with my fellow colleagues and am fortunate enough to be able to collaborate with them effectively, this article still provides ideas that can help me and my colleagues.

Peck points out that there are different websites that teachers can access that provide instant collaboration opportunities.  These include a Twitter page, a Wiki page, and a Ning site.  All of them provide teachers with Web 2.0 tools that will help them learn from others while also sharing ideas.

This article further illuminates how the Internet is changing the game of education.  As teachers, we have to look at Web 2.0 technology as a way to not only help our students become more engaged, but as a way to help ourselves become more engaged and in tune with what other teachers are doing.

By taking advantage of this technology, we have the opportunity to stand on the shoulders of giants.  We can take ideas, adjust them as needed, and then produce high-quality, rigorous learning opportunities for our students. 

These sites are awesome to check out and I look forward to accessing them as time allows.


Peck, Ron.  “Summer PD: New Social Studies Collective Enable the Synergy and Power of Collaboration.”  27 July 2011.  Web.  Edutopia.org.  31 July 2011.  <http://www.edutopia.org/blog/social-studies-collective-ron-peck-sschat>.

Week 6, Blog 3: The Arab Spring and Technology

Week 6; Blog 3 – The Arab Spring and Technology

The article is from the following site: http://www.readwriteweb.com/archives/the_arab_spring_a_status_report_on_morocco_yemen_a.php#more

Curt Hopkins’ article is very interesting, particularly because I’m a World History teacher.  In this article, he explores how technology impacted the Arab Spring in two countries: Morocco and Yemen. 

In Morocco, the government would try to act as if demonstrators had called off demonstrations.  The technology (blog posts particularly) helped to negate these claims.  The actual organizers would be able to send out information via the web (using Web 2.0 technology) so that people knew that demonstrations against the government were actually happening.  This allowed the people to have a voice.  If the technology hadn’t been in use, then the protests would not have happened and the people would not have had a voice.  It’s amazing how this technology has given people a voice that they never had before. 

In Yemen – a country that has high illiteracy and poverty – technology still played a role in helping the people form a voice against their government.  A Yemeni living in Sweden created a portal for Yemenis to use to let people know about demonstrations, etc.  Internet connectivity is very low in Yemen, yet wireless access using mobiles is somewhat prevalent.  This allowed people to communicate in real time and have access to the knowledge of these demonstrations.  Again, people found a voice.

As teachers, we must show students how Facebook, blogging, and other Web 2.0 tools are being used by others around the world.  The revolution of Facebook and Twitter and other sites such as these has given people a voice that has really been unprecedented in this world.  Then, we must ask students what would it be like had those technologies not been around.  It’s a very fascinating and intriguing topic to think about.

Hopkins, Curt. “The Arab Spring: A Status Report on Morocco and Yemen.”  20 July 2011.  Web.  ReadWriteWeb.  24 July 2011.  <http://www.readwriteweb.com/archives/the_arab_spring_a_status_report_on_morocco_yemen_a.php#more>.

Week 6, Blog 2 - Storybird

The article is from the following site: http://www.edutopia.org/blog/storybird-new-teacher-boot-camp-lisa-dabbs.

This is an exciting article and corresponds directly with my first blog entry!  The article provides insight into an online program called StoryBird.com.  The writer of the article basically introduces what the technology is and how it is employed in the classroom. 

StoryBird is an online tool that students can use to make their stories come to life.  After logging in, students can take art from StoryBird’s archive and place it onto pages on the online book’s interface.  From there, the student can write the story of what they are imagining.

Many things are great about this.  First, students are using their imagination to create stories.  Second, technology is being used.  Third, students can share their work with people outside of the classroom.  This creates more pride for the student and helps them understand the importance of audience. 

Although this may seem like it would be best used for students in elementary or middle school, I believe that this could be used for high school as well.  Students, after studying Poe, could create their own gothic storybird.  They could use it to do prewriting as well for a play that they would be writing.  They could use it to create an alternative ending to a novel that was read.  The possibilities are endless. 

This is a great way to combine humanities with technology.  Issues and thematic concepts can still be found within the students’ storybirds.  Furthermore, it can help struggling writings find their voices.  There is no doubt that this is an exciting resource that I just found.

I definitely plan on sharing this with my colleagues in not only the high school that I teach at, but also with my elementary and middle school educators in my district.  Hopefully those that have read my blog will be able to check out storybird and see the exciting opportunities that it presents for education!

Dabb, Lisa M.   “Summer PD: New Teacher Boot Camp Week 3 – Using Storybird.”  19 July 2011.  Web.  Edutopia.  24 July 2011.  <http://www.edutopia.org/blog/storybird-new-teacher-boot-camp-lisa-dabbs>.

Week 6, Blog 1 - Humanities and the 21st Century Classroom

The article is from the following link:  http://www.edutopia.org/blog/humanities-twenty-first-century-bill-smoot.

As an English and World History teacher, the article “Humanities in the Twenty-First Century,” written by Bill Smoot, really spoke to me.  To begin, Smoot discusses the fact that currently, there is a major divide between education thinkers.  That divide is between those who believe that a STEM-based (Science, Technology, Engineering, and Mathematics) should replace a liberal arts education.

Smoot maintains that teaching the classics helps to instill within students ideas and wisdom about humanity that technology does not necessarily have the capability of teaching students.  Continually referencing Homer’s Odyssey, he points out that his students believed that that epic can help them and give them wisdom. 

Texts such as The Odyssey, To Kill a Mockingbird, Of Mice and Men, and many others provide students with issues that they will have to contend with.  Morality, prejudice, doing the right thing, change, racism, heroism, and so much more.  These texts – combined with art, music, poetry, and so on – force humans to think about issues of this world to help solve the problems of the world. 

Technology is great.  However, it is not the answer to everything.   It is not the solution to everything.  We are the solution.  We have to learn from these texts – and other texts as well – so that we can help students understand the dynamic issues that they will be facing in the world.  Computers won’t solve our problems (at least not yet…).   We must identify our flaws (as shown in these texts), examine them, and figure out how to deal with them.

Some of the readings I’ve done have talked about having students play games to help them read.  If it helps them read, then that’s fine.  But reading and learning and issues are not games.  We cannot let students start thinking that everything is a game.  The readings that we provide students must be connected to real-world issues so that students see the relevance and understand why they have stood the test of time.

Then, implementing technology to help students make further sense of the text will make the text even more relevant for the student.  We must integrate the two together.   Things cannot be done in isolation anymore.  If we want a well-rounded child, we must combine the classics and humanities with the new technologies.

Smoot, Bill.  “Humanities in the Twenty-First Century.”  10 July 2011.  Web.  Edutopia.org.  25 July 2011.  <http://www.edutopia.org/blog/humanities-twenty-first-century-bill-smoot>.

Week 5, Blog 3 - Master Teachers

The article is from the following site: http://www.edutopia.org/blog/master-teacher-definition-ben-johnson.

Johnson discusses the seven principles of master teachers that were found in the book Never Work Harder than Your Student, by Robyn Jackson.  He disagrees with a few of the principles, but specifically takes issue with the principle of never working harder than your student.  He believes that master teachers should be working harder than their students and should never become lackadaisical in the classroom; otherwise, the students’ education will be negatively impacted. 

I could not agree more with Johnson.  I do not believe that a quality master teacher means that students are working harder than the teacher.  I, like the majority of my professional colleagues, work extremely hard in the classroom and outside of the classroom to ensure that my students receive the best education possible.  If I give into the paradigm that I should not be working as hard as my students, that means that I will give up professional development, outside readings, talking to fellow teachers about education, going to events, planning better lessons, incorporating technology into the classroom and so on.

Further, he goes on a little tangent about teachers showing movies in the classroom, particularly on the day before a vacation.  I cannot stand it when teachers show videos just for fluff.  I take serious issues with this as it is a major waste of student educational time and tax payers’ dollars.  Finding Nemo has nothing to do with math or science.  Sorry.  It doesn’t.  Students have become brainwashed into thinking that the day before vacation equals no learning day.  This paradigm must be eliminated.  Every day is meant for a learning day.

Johnson concludes by asking his readers what qualities we believe constitute a master teacher.  I will end with the following list:

1.      Always show students that you care about their educational growth.

2.      Continue to always grow: read, travel, expand your horizons, implement technology.

3.      Never give up on your students, and teach them to never give up on themselves.

4.      Provide quality feedback to your students in order for them to know how to improve and for them to see where they have improved.

5.      Collaborate with fellow colleagues to improve your own teaching

6.      Use every minute of every day and teach students the importance of their own education.

7.      Stress the positive; reflect and improve; stay passionate and never settle.

I know that there are other great lists out there and as I grow as a teacher, I’m sure this will evolve as well.

 Johnson, Ben. “What Makes for a Master Teacher?”  31 March 2011.  Web.  Edutopia.  16 July 2011.  <http://www.edutopia.org/blog/master-teacher-definition-ben-johnson>.

Week 5, Blog 2 - Bloggin'

The article is from the following site: http://www.edutopia.org/blog/ell-digital-divide-jon-schwartz.

Unlike a prior blog that I posted (Week 5, Blog 1), this article is uplifting as it reflects a success story while also incorporating technology into the classroom to help students learn.  The teacher, Mr. Jon Schwartz, originally had blogging as an optional tool for students to use.  Over time, more and more students started to want to blog and it was then that Schwartz made it an assignment to blog for at least 90 to 100 words a day. 

He then provided some logistics as to how he had to incorporate this writing activity into his classroom.  This included getting parental support and teaching the students about internet safety.  One of the greatest challenges in getting students to write was the socioeconomics of his students and the fact that many of them were ESL students.  Blogging helped him overcome this issue.  As students became more and more comfortable with blogging they, gained more and more confidence with their writing.  They started to see that their blog was being read by not just one person, but by people in their classroom and from all over the world.  They saw the fruits of their labor.

What Schwartz is teaching goes beyond just writing.  He’s also teaching them about communication, online literacy, and more.  This is absolutely a great idea.  I believe that the single most important improvement in the classroom now has to be to put a laptop or an iPad into every student’s hands.  This way, students will have access to the internet and these web 2.0 tools that are so great and user-friendly.  Unfortunately, not every school has this capability and often, the computer labs aren’t working which is a loss of valuable learning time.  I seriously hope that in the future, every student has some kind of portable computer that will allow them to have access to great technologies that can augment their learning.

I will be teaching newspaper and yearbook next year.  I’m going to try in some way to incorporate blogging into the courses so that students can find connectivity to the real world and for them to find their voice.  I’m still in the planning phase for its implementation, yet I’m still looking forward to it.

The following site is a clip about how blogging is important to the real-world.  I may even show students this clip to get some “buy-in” for the idea of blogging: http://www.youtube.com/watch?v=srsWqTHZ6W0.

Schwartz, Jon.   “Using Blogs to Engage English Language Learners.”  14 July 2011.  Web.  Edutopia.  16 July 2011.  <http://www.edutopia.org/blog/ell-digital-divide-jon-schwartz >.

Week 5, Blog 1 - Test-Cheating Scandal

The article is from the following link: http://www.ongo.com/v/1325402/-1/B376A3FACA1A90FD/atlanta-cheating-scandal-tied-to-pressure-of-high-stakes-standardized-tests

This article addresses the issue of high-stakes exams and how teachers have doctored student tests in order to raise student test scores.  Part of the reason that teachers were erasing wrong answers and replacing them with the correct answers on bubble sheets was because of the pressure put on them by the APS (Atlanta Public Schools). 

Atlanta is not the only area where this scandal is taking place.  Other areas, according to the report, have had evidence of test tampering, including Maryland, California, Ohio, and Florida.  For Michigan, there were gains in test scores that did not seem to be probably, so there is a likelihood that there was test tampering going on there as well. 

This is very problematic.  First, this has given teachers another black eye.  Constantly in newspapers, I see teachers getting blamed for a lot of the ills in our society.  This right here makes teachers look unethical and dishonest.  Even though these were not the entire teaching force, it calls into jeopardy the ethics of all teachers.

Furthermore, it reflects how judging teachers and schools solely on test scores is not the solution to ensuring our students receiving the best education.  I understand that the test scores provide us with information on how to better instruct our students.  However, judging a teacher’s entire body of work based on how students perform in a three hour time span (while not thinking that that student was sick, was worried about his / her parents’ argument, worried about teenage drama, etc.) is ludicrous.  I know that I have students who are very good writers, but when their writing is judged in only 30 minutes’ time, their writing is not nearly as good as what it could be.

What’s needed is a portfolio of student and teacher work combined with observation from colleagues and administrators.  Of course, this brings the issue of logistics into play.  How can the States fund the judging of the portfolios?  It’s very difficult and not an easy solution. 

Of course, the other issue is this:  the education of the students is not only the responsibility of the teachers.  It is also the responsibility of the students.  And the parents…


Toppo, Greg.  “Atlanta cheating scandal tied to pressure of high-stakes standardized tests.”  7 July 2011.  Web.  Ongo.com.  16 July 2011.  http://www.ongo.com/v/1325402/-1/B376A3FACA1A90FD/atlanta-cheating-scandal-tied-to-pressure-of-high-stakes-standardized-tests.

Week 4; Blog 3 - Online Tyranny

The article is from the following site: http://www.readwriteweb.com/archives/brazilian_blogger_assasinated_this_week_in_online.php.

In America, we are used to being able to say whatever we want wherever and whenever we want, whether it is in the real world or in cyberspace.  However, in many other countries throughout the world, the luxury that we have does not exist at all.  The fact that Facebook and Twitter accounted for the Arab Spring of this year has led to a greater crackdown on social networking and blogging sites throughout much of the world.  For example, in Bahrain, a doctor who blogs was jailed for fifteen years because of what he said online while another was jailed for life.

In Brazil, a blogger was murdered by a gang.  A newspaper editor and affiliated with a union, Ednaldo Figueira was shot down on his street and left for dead with six bullet holes in him.  This came after receiving many death threats.  The article’s writer believed that he was gunned down by crime bosses affiliated with the government. 

In other countries, such as China, Pakistan, and ones in Central Asia, search engines are blocking websites with information about the government.  This case of governmental control (Big Brother) is evidence of the fear that governments have over the democratization that the internet has brought to the world.  People now have a voice and have the ability to find information that they are looking for.  The governments – seeing what happened to governments brought down in Egypt and Tunisia – fear the power of the voice of the people.

This is very interesting.  First, it underscores how lucky we are in this country to enjoy the freedoms that we have.  We must continue to show this to our students so that they value their voice.  As a history teacher, I think that students would find it fascinating to engage in a lesson called, “How Facebook Changed the World.”  This would really make them think about the world and see connections to issues that they haven’t seen before.

It also makes me wonder what will happen in five, ten, fifteen years.  There is no way that the governments will be able to control what the people view, say and do.  Their ability to do so will go only so far.  People will find ways around Big Brother.  Once that happens, what will happen?  Will democracies be set up throughout the entire world?   Will this eventually bring peace?  Will there end up being no physical borders in the world, but instead cybernations – countries whose citizens are from all over the real world but connect the most through cyberconnections?  I know that this sounds farfetched, but it’s something interesting to think about. 

Still, what needs to be thought about right now are those activists in less fortunate countries risking their lives to try to bring a better world to their friends and families.  It is truly amazing to see how the cyberworld has quickly changed the real world.  Hopefully, the bloggers’ lives who have been lost will not be in vain, but will instead have been essential voices that brought about the downfall of oppressive regimes throughout the world.

Only time will tell.

Hopkins, Curt. “Brazilian Blogger Assassinated: This Week in Online Tyranny.”  1 July 2011.  Web.  ReadWriteWeb.  14 July 2011.  <http://www.readwriteweb.com/archives/brazilian_blogger_assasinated_this_week_in_online.php>.

Week 4, Blog 2 - Classroom Myths

The article was found from the following site: http://www.edutopia.org/blog/debunking-classroom-myths-ben-johnson.

Ben Johnson’s “Debunking those Pesky Classroom Myths” is a blog about how teachers can be better in the classroom.  It reminds us about how to connect with students.  The article does not focus on rigor and standards and the buzz words of the day, but instead discusses strategies and ideas that teachers can employ to have a more effective classroom that is conducive to learning.  It was refreshing to read an article that talks about education from this point of view.

One idea that he suggested was to teach something new to students on the first day of school instead of giving them the rules.  He pointed out that every teacher goes over rules on the first day.  Instead of this, he believes that teaching students something new can engage them within the classroom.  There is no doubt to this idea.  You need to hook students on the first day.  The first day is the most important day of the year because it hooks students into the learning process of your classroom.  By having an engaging learning activity on the first day of class, students can immediately see that they will be getting something useful from every minute that they spend in the classroom.

Another idea that he made is that teachers have to create a level of trust with students.  This means that the teacher cannot be arrogant and act like he/she knows everything about everything.  Instead, it is important to point out that students have insight as well, including letting teachers know when something goes well / fails.  It is necessary that we ask students for insight about how lessons went.  This will improve the level of trust within the class.  Often, students have keen ideas that can make a lesson / project run more smoothly.  This insight is invaluable to teachers.  We must use the students as a resource to improve our own classroom.  Their feedback is vital.  Perhaps creating an online survey will help students provide this kind of necessary feedback.

He also discussed the myth that students do not like to learn and that students hate school.  Instead of these myths, he argued that doing homework is not a top priority in their lives.  It is imperative that we as teachers explain to students why they are doing assignments.  If students do not understand why they are doing certain assessments, then they will not value them and thus, they will not do the homework / project.  As a result, the necessary skills that they were meant to attain will not be attained.  We must teach students to be intrinsically motivated.  We have to explain to them the importance of working hard and valuing the assignments that we make (which means we have to make assignments meaningful – they cannot be fluff or random).  If we give students busy work, then they will see it for what it is and not do it.  Furthermore, that will force them to still not like school.  Johnson argues that the reason why some students “don’t like school” is because school does not teach them the way that they learn best.  We must make connections to the students.   We must use technology and teach students to connect concepts together so that actually find value in what they do.  Once this happens, they will value and like school.

And then the myths will no longer cease.

Johnson, Ben.   “Debunking those Pesky Classroom Myths.”  29 June 2011.  Web.  Edutopia.  14 July 2011.  <http://www.edutopia.org/blog/debunking-classroom-myths-ben-johnson >.

Week 4, Blog 1 - Project Based Learning

The article is from the following link: http://www.edutopia.org/blog/debunking-five-pbl-myths-john-larmer

John Larmer’s “Debunking Five Myths About Project-Based Learning” discusses five fallacies that people often have regarding Project Based Learning (PBL).  The first myth that teachers / parents have  is that PBL is specifically hands-on and that students will make something.  He points out that if students simply make something (a mural, a building, etc.) that that really is not PBL because they are just making an “artifact” and that the activity does not necessarily align with standards / critical thinking.  The activities that PBL includes must have students focusing on a specific question aligned with standards and focused with rigor.  Further, artifacts do not have to be made.  Instead, students in math class can answer very difficult problems and then give oral presentations on how to solve those problems.  This would be an example of a good PBL. 

The first myth that he debunks is very interesting.  Just because students make something and that something is “hands on” does not mean that it is challenging and rigorous.  As teachers, we must make sure that when we create a PBL task, we design the project so that it is challenging, it meets with the standards, and that it forces the students to think critically.  Otherwise, it is a waste of valuable educational time.

Another misconception that he debunks is that it takes too much time.  He notes that PBL is very valuable and necessary in the classroom and therefore it is using the educational time the right way.  Further, he points out that PBL does not have to take all semester, but instead can take a couple of weeks.  He goes on to say that some teachers may worry about going into PBL because they are not used to it.  He suggests that teachers should collaborate with other teachers to design an effective PBL task. He also states that it is crucial that teachers, if they are thinking about doing a PBL, that they should do it.  The more a teacher does PBL tasks, the better the teacher becomes.  Another point that he suggests in his article is that teachers should have checkpoints for students in order to guide them along in the task so that they are on target with the assignment.

The above suggestions that he offers make good sense.  If teachers are unsure of it, they need to strategically plan (and possibly work with another teacher) in order to have the best PBL task possible.  The PBL tasks do not have to take all semester, but instead can take a couple of weeks.  Some may think that this is preventing the teacher from covering all of the standards and content.  However, this is a valuable task in which students are having to do major critical thinking and thus the time allotted for it is very valuable. 

PBL is very important to have in the classroom.  Teachers have to design PBL tasks in which students are challenged with difficult tasks forcing them to critically think about content.  This will provide them with the problem-solving and real-world skills that they will need as they move on into the future.  The one suggestion that I have for this article is that Larmer should have provided some examples of PBLs that he has done in the classroom.  That would provide further insight into the topic and would further help debunk the myths that he had written about.

Larmer, John.  “Debunking Five Myths About Project-Based Learning.”  1 July 2011.  Web.  Edutopia.  14 July 2011.  <http://www.edutopia.org/blog/debunking-five-pbl-myths-john-larmer>.

Week 3; Blog 3 - Big Data

Week 3; Blog 3 – Big Data

The article is from the following site: http://www.readwriteweb.com/cloud/2011/06/the-limits-of-big-data.php.

This is a very interesting article about how humans have become too obsessed with big data.  The author notes that big companies have been relying on data and there is a belief that lies in the corporate world that having enough data can save the company.

The author moves on to say that she does not buy into the theory that data is the savior to all of our world’s issues.  She argues that sometimes it can be too much and that the data does not always work out because we are humans and humans sometimes change or do not act according to plan.

Although she did not reference education in this article, it has great relevance to my profession.  In the past four years, everything has become about data.  Companies have developed various data-driven software for education.  The argument is that analysis of data will help teachers know what they have to do in order to help each student.  There is no doubt that the data does help me know where students are struggling at. 

However, the data is not the only answer to the problem.  It helps, but it won’t solve everything that is going on in our schools.  Since students are humans, they are prone to outside influences (parental divorce, music, breakups, drug and alcohol abuse, and so on).  As a result, their results on their tests will not always be an accurate  indication of what they truly know.  However, the results will “show” that a teacher failed to teach every student the certain benchmark and thus is a failure and should be removed.  That seemingly has become the belief in education and politics.  Being thrown out in the equation are the relationships that the teacher developed with parents, students, and colleagues.  Being thrown out is the help and guidance teachers offered students that cannot be measured by data.  Being thrown out are the extracurricular activities that teachers dedicated their extra time to in order to help students find things ways to get involved in (school plays, community service organizations, sports, singing, etc.).  These events are just as important (or more important) than students knowing Benchmark 5, Standard 4, Paragraph C, Bulletpoint 8.  Yet the data only assesses this. 

Yes, teaching all the benchmarks is very important.  I use every minute of every hour and do as much as possible to help students learn.  I, like the majority of my fellow colleagues, should not be judged solely on test results.  Other factors – the human factor specifically – must be taken into account when determining my effectiveness as a teacher.  Unfortunately, the data does not measure this.  And I think that my view will, unfortunately, never come into fruition.  

Hopefully, I won’t be another number included in the data of teachers dismissed because of not enough improvement according to the data…

Finley, Klint. “The Limits of Big Data.”  27 June 2011.  Web.  ReadWriteWeb.  3 July 2011.  <http://www.readwriteweb.com/cloud/2011/06/the-limits-of-big-data.php>.

Week 3, Blog 2 - Social and Emotional Learning

The article was found from the following site: http://www.edutopia.org/blog/project-based-learning-social-emotional-learning-thom-markham.
 

The psychologist Thom Markham suggests that we need to develop within our classrooms caring relationships, a desire within students for meaning, and helping students achieve mastery.  He posits that our current way of thinking about education has left behind some very important things that are needed to properly instruct students.  First, relationships must be built between classmates and their peers and students and their teachers.  If this can happen, then more learning can happen.   I completely agree with this argument.  It is essential that meaningful relationships are built within the school.  Teachers and teachers; students and teachers; students and students; administration and students; administration and teachers; parents and teachers; and so on.  If these meaningful relationships are developed, students will achieve more and will understand the role of education more.  Unfortunately, it seems like developing relationships has taken a back-seat to data data data…

He also notes that we must help students find a drive to learn.  He argues that we need to teach students to want to learn.  One of my colleagues stated that he tries to get students to develop “academic curiosity.”  This idea of inquiry is absolutely vital.  We have to help students set goals for what they want to learn and help them explore.  We need to change the paradigm of students from thinking, “Why are we here?” to “Why does this happen? or “How can we make this better?”  Instilling within students intrinsic motivation is something that we as teachers must do from the first day.  If we can do this, then they will take ownership of everything that they do.

Critical reading and writing are considered to be the essential skills that kids need to learn.  However, the author argues that there are other equally valuable skills that need to be taught.  These include being better communicators and being empathetic.  The skills also include being a good, reliable teammate and having creativity as well.  These are skills that are needed in the workplace.  There is no doubt that teachers have the important task of helping students develop these skills so that they are ready of the landscape of the 21^st Century.

The article made many points that I valued.  We have to develop a caring nature within the walls of our classrooms and schools.  We must teach students to want to learn.  And we must help them grow in skills other than reading, writing, and arithmetic.

Markham, Thom.   “Summer PD: Want Better Project-Based Learning?  Use Social and Emotional Learning.”  21 June 2011.  Web.  Edutopia.  3 July 2011.  <http://www.edutopia.org/blog/project-based-learning-social-emotional-learning-thom-markham>.

Week 3, Blog 1 - ISTE 2011 Conference

The article is from the following link: http://www.edutopia.org/blog/edubloggercon11-iste11



This writing was about the different ideas that surfaced during the ISTE 2011 Conference held in Philly.  One of the ideas found in the conference was the fact that classrooms could possibly be “flipped.”  This means that students and teachers can find the majority of the world’s information outside of the classroom.  The classroom is no longer the area where the information is learned.  Instead, students and teachers can get information anywhere using their iPads, telephones, computers, and so on.  As a result, teachers should flip the classroom.  This means that teachers should use the time in the classroom not to get the information, but rather to take the information and make something out of it.  With the information that students have already obtained, they need to synthesize the information and make sense of it while employing higher-level thinking skills.



This makes sense.  The internet and cell phones has made information accessible to anybody.  Now, information is not in the hands of a few, but is rather in the hands of all.  Now, it is imperative that teachers teach kids how to take the information and understand the information.  With all of the information (and misinformation) that is out there, students need to learn the skills to critically evaluate all printed material.  If they can do this, then they will be better prepared for the real world.



Another point of the article was how a school with at-risk students has created a class in which the students play World of Warcraft.  According to the writing, students are improving their reading and writing abilities while playing the game.  This is a good idea in that it is getting students to practice reading and writing.  If this can get students hooked on learning, then it is a positive idea.  However, a cautionary note: we cannot turn learning into a game for students.  As responsible adults, we have to realize how entertainment-driven our society has become.  We have to make sure that we counter this with academics, yet still connect with our students.  We have to point out to students the difference between the real world and the virtual world. 



The blog also pointed out how the web has caused many real-world relationships to suffer because of the online communities that professionals have built.  Their cyber-relationships have blossomed, yet their real-world relationships (those with their families) have suffered.  This is something that we have to make sure we point out to our students and to our colleagues.  The web is a great resource, but we must be responsible with it.  We cannot let it consume our lives – or our students’ lives.



Teachers at the conference also noted that they felt overwhelmed by all of the websites and technologies.  The author pointed out that we have to accept this and find what will work for us.  We have to discern what will work best for our students in the classroom and run with it.  I agree.  We cannot spend all of our days looking for the newest website.  We have to focus on building relationships with our students and our colleagues and work together to teach students how to think critically and responsibly.





Ray, Betty.  “Report from EduBloggerCon at ISTE11: Trends and Tools.”  26 June 2011.  Web.  Edutopia.  3 July 2011.  <http://www.edutopia.org/blog/edubloggercon11-iste11>.

Week 2; Blog 3: Neuro Myths

The article is from the following link: http://www.edutopia.org/neuroscience-brain-based-learning-myth-busting.

This article addresses how many games that say "brain-based proof" or "will improve brain power" are false and using marketing ploys to sell a product.  The point that the article makes is that neuroscience is in its infancy in truly understanding how the brain works.  Game marketers will use clever "testimonials" to try and sell the product.  Often, the public is duped into buying the product because of the marketing schemes.

The article continues on by debunking certain myths that exist about the brain.  Some of these include the myth that we only use a small percentage of brains and that there are left and right brain thinkers.  These myths have been perpetuated by people not fully understanding the research of scientists and handing down misinformation.

The important thing that I -- as an educator -- must do is to keep up-to-date on the ever-changing understandings of the way the human brain learns.  It is imperative that teachers constantly read articles and books about the newest information on how learners learn in order to help all of our students grow to their greatest potential.  Not following the latest research will harm our students.  We cannot neglect new research.  That is why staying subrsribed to RSS feeds to sources like Edutopia is so important.  With the wealth of information out there, RSS feeds will help me -- and other educators -- sift through all of the information to find what we need to grow professionally.  As a result, our students will grow as well.

 Bernard, Sarah. "Neuro Myths: Separating Fact and Fiction in Brain-Based Learning."  No Date.  Web, Edutopia.  26 June 2011.  <http://www.edutopia.org/neuroscience-brain-based-learning-myth-busting>.

Week 2, Blog 2: Telepresence Robots

The article is from the following link: http://www.readwriteweb.com/biz/2011/06/telepresence-robots-future-of-going-to-the-office.php#more.

Although a shorter article, this article has many implications for technology, the classroom, and beyond.  The article is about how the web has changed the way we work and how people have the ability now to work from their home.  Websites offer the ability to have teleconferences and work with colleagues half-way around the world.  However, the article notes that the physical presence lacking from the person half-way around the world changes the aura of the meeting.

Now a company is working on designing a robot that will contain the image of the person remoting in and will occupy an actual physical presence at the meeting.  The robots, it is predicted, will cost around $15,000.

This is very interesting.  Our ability to communicate in real time half-way across the globe is amazing.  Having the ability to teleconference with colleagues is an advantageous aspect of the internet.  As a teacher, I have not yet taken advantage of the telecommunicating with other groups.  I know that I should be doing that, but I just haven't had the time yet to begin the actual process. 

With the invention of the robot acting like a physical presence, this has many interesting points.  First, it allows for an actual physical presence and that changes the dynamic of the meeting (or the classroom).  The fear here is that in the future, will one person be teaching multiple classrooms and beaming the lesson in through the robot?  Will robots end up being in control of the classroom?  Will students be able to lie in bed and telecommunicate to digital schools?  I can see all of these happening within decades.  Is this a good thing?  I'm not exactly sure.  There is no doubt that technology has made a positive impact on the way we teach and communicate. However, robots taking place of humans being is something that this new generation will have to deal with.  It will be interesting to see what the future holds.  The stuff of science fiction movies is fast approaching...

Titlow, John P.  "Are Telepresence Robots the Future of Going to the Office?"  24 June 2011.  Web, ReadWriteWeb.  26 June 2011.  <http://www.readwriteweb.com/biz/2011/06/telepresence-robots-future-of-going-to-the-office.php#more>.

Week 2; Blog 1: Understanding How the Brain Thinks

The article is from the link: http://www.edutopia.org/blog/understanding-how-the-brain-thinks-judy-willis-md

This very informative article is about how the brain works and how we, as educators, must do our best to help our students' brains work to their highest potential.  According to Judy Wills, MD (the author of the article), our educational system -- and those of other countries as well -- focus specifically on too many facts and neglect the higher order thinking skills that are needed. 

Instead of helping students see connections between information and facts, new insights and concepts, the educational system tries to cram every little detail into the minds of children.  This rote learning complimented the factory-styled school system set up to educate the soon-to-be factory workers in the early 20th Century. 

As a result of this, students are not developing the neural connections that are needed to develop higher-level thinking skills in the higher brain area.  As a result, the brain prunes those deeper-level connections out and students are not able to develop into their fullest potential.  Instead of being able to think and construct new informaiton, analyze and synthesize, prioritize and deduce, students are stuck in a very basic learning landscape and never attain what they could be.

This article is something that really stuck with me.  As a teacher, I do my best to relate information that they are learning to stuff that they have learned in their past, past lessons, or even other classes.  The more connections that they can make, the more students can see the overall concepts and ideas.  From there, they can begin to develop their higher-level thinking skills and become better thinkers.  Furthermore, the needed connections for higher-level thinking skills will not be pruned by the brain, but instead will be further developed. 

In English, I try to have students see the relationship between stories that they have read with real life issues.  As we continue to delve further into our readings, I have students see the connections between the current readings and their past readings.  Comparison and contrast essays often help students to recognize the connections between things much better. 

In World History, I force students to see patterns that are found within all the human societies that we have studied.  That way they can see how different areas of the world are connected.  Instead of seeing things in isolation, I try to help students see the connectivity between various issues that we have studied.  I also urge students to bring in issues that they've heard / read about and connect them to the topics that we study.  In doing so, they start to develop the ability to perceive connections.  Their higher-level thinking neurons are being strengthened and will avoid being pruned.

The ideas in this article are ideas that I try to instill within my classroom.  I often explain to students the way we think.  This article illustrates many important concepts that I must continue to develop within my classroom.


Willis, Judy, MD.  "PD Summer: Understanding How the Brain Thinks" (part 1 of 4). 13 June 2011.  Web, Edutopia.  26 June 2011.  <http://www.edutopia.org/blog/understanding-how-the-brain-thinks-judy-willis-md>.