Tuesday, February 23, 2010
How do I do this? Oh, Thank you!
Through groupwork we will be able to achieve certain kinds of intellectual and social learning goals, such as conceptual learning, creative problem solving, higher order thinking skills, and improvement of basic skills. We are social animals, just as the stomach craves nourishment, so too does the soul crave human interaction. By embracing this idea, and incorporating groupwork within the classroom we are going with the flow of natural instinct as opposed to against the grain of it. A lot of research is noted throughout the book “Designing Groupwork,” I would actually be curious to read some of it. I don’t say that very often. By reading the last lines of chapter three I know that this book will be addressing how to address behavior issues and group dynamic issues, but that what I really want to know about now.
There are a great number of group dynamic issues and behavior issues that can arise during the execution of groupwork, if done incorrectly it can seem to be the worst use of time in a classroom. These issues are not solely the ownership of high school students, many adult have the same problems. But if things like status ordering (either academic/social/expert) are addressed in the proper way (hopefully we will learn these in the coming chapters) then groupwork is a tool without a rival, in my opinion. As Cohen points out, “learning emerges from the chance to talk, interact, and contribute to the group discussion” pg. 36, so it is our job to facilitate that. Obviously no everything can be done within a group, there must be a balance, and so I would like to know what the best ratio has been proved to be.
Tuesday, February 16, 2010
Ethnography – Why is it this way and not different?
Really the main thing that I took from this article is that ethnographic studies are great tools for asking open ended questions in order to better look at particular subjects in order to begin conversations of different perspectives. I agree that there is no way in which one of these studies could be seen as purely objective or some sort of higher academic research designed to give a specific analysis of said school.
Disrupting Class - Is it a pipe dream?
I liked the idea of modular learning or teaching with less interconnected parts. It seems like a very logical way to address the issues that we face within our educational system, but I would really like to have a more detailed layout of how this can be achieved. I compare it to the health debate taking place in the country today. We have a very archaic system in place. If we could just start from scratch it would be much easier, but that is not the reality, reform in this manner seems to be too detrimental to entrenched interests.
It was amusing to read at the start of that chapter the different “reasons” for the decline of the American education system. This book takes a completely different view on what this actual reason is, and it is one that I don’t feel is explored often enough. I really want to continue to read this book and see what they have to say about the inclusion of technology into curriculum for the purpose of making teaching more student centered.
Tuesday, February 2, 2010
Day 1, New Blog, Rethinking Thinking
So this is the same blog that I used for the ed tech class, and I figure it is a good idea to just continue as it will be a good documentation of my progress and thinking through different parts of this credential program. I began reading today the book, “Rethinking High School,” which is something that I do on a daily basis. I wonder often if the ideas that I have are just some utopian dream, or if there is reality stashed away in there somewhere. What I immediately took away from this chapter is that I am not the only one that feels this way the authors do too. And that some schools are failing, while others are in reform mode, and there is really no one-way to get to perfection.
From student’s perspective, schools are “badly out of tune with the time,” and they “are usually boring, frequently a waste of time—and sometimes a danger.” From a reformers perspective, the keys to successful change are keeping the feeling of the school small and personal, allowing students to feel connected, making it much more individualized, focused interdisciplinary curriculum, mentor like teaching practice, and interaction with the community at large.
These are broad strokes of the painting, how one particular school actually gets there is left to experimentation, trial, and error. I completely agree that schools for the most part are totally outdated. In fact, in clinical practice one, I happened to be a part of a classroom environment that was well structured, but stuck very closely to the practices of 30 years prior. In comparing educational reform to geology, the authors illustrate nicely what it feels like in public education. I feel like with each batch of graduating teacher candidates, reform is seeping ever so quietly into the system. It may no longer take an earthquake, but rather little tremors along the way.