Carol's+Page+(SecondTrimester)

12/6/10

Professional Development is so important. Please check out the following "What I have learned." Thanks. Please let me know what you think.

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In Library, I always enjoy the opportunity to reinforce lessons creatively with art projects or combinations of writing and illustrating. Not only do the children have the chance to express themselves in different ways but I can also display their work in the library and out on my board for the HMS families to enjoy. Readers' Theater is a fun way for the whole class to participate in the retelling of familiar stories and we're fortunate to know about translating stories into the //kamishibai// format to reinforce the Japanese culture. Video recordings, brochures, Kerpoof projects and quiz cards have been successful ways to creatively show student learning. I look forward to learning more about the sites mentioned for more ideas. -- Lori 12/7/10

Wow!! I stopped at #1 and I am signing up for TOONDOO. These are great ways to test our students without handing them tests out of the textbook. My students love the alternatives to paper and pencil testing. We started storyjumper today. They love it! I have one student that is almost done with their story. I never seen them so excited to write!! I am definitely going to keep reading this article as the simple reminder I do not need to use the workbook to test my students. Victoria 12/7/10

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My students enjoyed the challenge of reflecting on their Sea Life Park experience and illustrating one thing they learned. Using their creative writing skills, information about the drawings were written. Using Voicethread, photos of their illustrations/writing was uploaded. Each student shared their story with comments using audio and a webcam. This was the perfect way to �assess� them and I was truly amazed with the results. =====

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Free Write is part of their Language Arts curriculum. They enjoy writing about hilarious topics or even the same topic for a few days. But the point is, they are familiar with the event and it is connected to their lives. =====

Wendy 12.07.10
This was a great article that helps me be creative in my assessment of students and their knowledge. I actually had a discussion with my husband's relative regarding assessment of students. I explained that student knowledge could not be measured by test scores alone and listed some of the ways we try to assess at our school. He then started to argue that it was too "vague" and subjective. I then stated that a student may know the material, but could be a not-so-good test taker. I am a firm believer that a test score alone should not define a student. When I think back on how I was assessed when I was in school - yes, I had tests, but my teachers also made us do projects that had us role-playing, writing scripts and more. We really had to know our material to create something out of our knowledge. This article gives me inspiration and ideas on how I can assess what I have taught my students. I hope I can incorporate some of these into my curriculum before the year is over. ~ Tina 12/7/10

I think that this article is very relevant and has many great ideas for assessing students. We recently created a Voicethread as part of our project on advertisements. Not only was this a great way to display and share the student's work, but it also allowed me to assess their oral reading and speaking skills. We would also like to create a Voicethread with the photos we took at the Aquarium. I think that this would be a great way for the students to share what they learned in a creative and fun way. I am also interested in ToonDo and will look into incorporating it into our language arts curriculum. I am always looking for ways to assess student's comprehension, particularly when doing novel studies. Finally, I love the idea of letting students choose how to demonstrate their understanding of information they learned. In January we will be doing an animal research project. Not only will the students be able to choose the animal that they would like to research, but I think it would be great to allow them to choose the way in which they present the information as well. Thanks for the great website! -Kristen 12/8/10

"Whatedsaid" is one of my favorite blogs, she gets right to the heart of the matter. You can subscribe to her blog through email or rss feed. JoAnn 12.8.10

Assessment truly can come in all shapes and forms, just like us! It can also act as a multi-sensory tool or creative outlet for our talented students to thrive! An example our P-22 crew has really enjoyed using was creative movement/drama. After visiting the pumpkin patch and watching our own pumpkin seed grow, we used our bodies to act out the life cycle of a pumpkin. We made our bodies into small seeds and slowly grew into a sprouting vine�then a blossoming flower� and finally an enormous pumpkin. The students used their entire bodies to convey an idea. It was so much fun to learn and assess! ~kristi c.

Great ideas!! It was wonderful to see that we are already doing many of those types of assessments. I will definitely look into ToonDo for an upcoming project we will be working on. Thank you for posting the site!! ~Jolene 12/8/10

This article gave a lot of great ideas for assessments. I will attempt to try different ways to assess the children. I definitely want to try the slide show, maybe even a power point, if I'm ambitious! It's exciting to try to think of how we can make learning fun for our kids! Thank you for posting this one! ~Kristi m. 12/9/10

This is a great article! We're always looking for various ways to assess, and the different ideas shared in this article is helpful to all teachers. Kids love to draw, so the ToonDo is definitely something they would enjoy doing while at the same time I'm getting feedback from them. We just acted out one of our stories, and they had a blast. It wasn't the best production, but they were excited about it. Kids also amazingly know the words to many of the songs on the radio, so creating a song with the content they are learning could also be surprisingly successful. ~ Davin 12/9/10

Have been doing more arty integrated activities in the class. The fifth grade students are the ideal class to try/experiment with such activities. Will be trying other ways in the future. Ed 12-9-10

I believe that students develop more motivation and excitement to learn a concept when they are taught why and how it relates to their lives. Therefore, providing the students with opportunities to apply the concept in authentic situations are key to growth and true learning. Furthermore, the term �test� itself often creates anxiety that could affect a student's ability to perform; the alternatives listed on this article allow the students to demonstrate their learning in more interesting, authentic manners that reach out to the various learning styles. -Nicki

I definitely can incorporate a wider variety of assessments into my curriculum. I will still use a certain amount of standardized math tests, as I firmly believe that our students need to be able to perform for these type of measurement tools, but I will also add to my repetoire of formative assessments. I continually try to show the students the connections between math and their other areas of interest like art, sports, gaming, etc. I think using a wide variety of formative assessments supports this connection. I am still working on developing more valid summative assessments other than traditional tests. -Karyn

The teacher must be prepared to devote extra time to alternative assessments and this is ok. We should also spend time discussing our expectations or designing a rubric to show what a good result will do or look like. As we collect different examples, student projects from one year to the next can act as a teaching tool. For example, when we study Hawaiian plants, I allow students to design a board game as one of the options, and some of the games were so nice, I saved them from last year. This year, students can also create a Spiral book of the kind that Cora shared with us as another option. ~Scott

Fun stuff! You know, it's nice to see (and hear) that our school is doing quite a bit of what is on that list already! My students may not "run" the blog but contributes to it! It's more of a "show and share" for the families. I am told the kids often share with their families the things we do in class, in detail, as they view the blog together. In a way it is a way for parents to hear first hand what their child learned! Hmm, not sure about composing a song- as I am tone deaf (lol, really), but my students certainly like singing about- anything and everything! Good thng for Mrs. Ellis and the cd player! -Ashley 12/14/10

Great article. In art class, students exercise their problem solving skills in their art-making process. Not everyone's process is the same and art provides a good opportunity to explore various ways to create an image or statement. Making art is interesting because the work is constantly changing with each brushstroke, mark or movement. Students often share their successes and/or challenges with me and each other. Many times we find that there are various solutions in achieving a particular goal in art. - Michelle 12/29/10

==== I enjoyed reading this article. I agree with the quote: �Remember you are writing for an authentic audience who might respond and ask questions.� Student-generated blogs are an effective means of showing learning. Blogs also allows students to take ownership for their work when thinking through ideas and posting to their blog. The blog creates an interactive learning environment which promotes critical thinking, technology, writing, and communication skills. ==== ==== I also like the suggestion of Exploratree because the site provides various forms of maps that meet the needs of various topics and ways of thinking. I can see how the map titled, �A Day in the Life� can be implemented into the Social Studies curriculum. Students can learn more about community members by mapping out his/her life. ==== ==== Just as each student has different needs, we also have different means of assessing each student. It is crucial to implement the various forms of assessment which provide the most beneficial results. ~ Evelyn 12/29/10 ====

I really liked that the article provided easy to understand samples of alternative assessments. The children do love to draw, so the Toondo activity would be a very exciting way to show what they learned. Also, the children seem to enjoy talking photographs, so making a slideshow would be a good way to have them share. Some of the students have a hard time getting their thoughts onto paper so, doing a voicethread or voice over for a slideshow will give them the opportunity to reflect on their learning. -Amy

=January 3, 2011=

I can't believe it is 2011! Happy New Year. I am so proud of the wonderful learning experiences being provided to our students. Thanks to all of you for your efforts. Thanks, too, for your responses to the articles I post. I have an interesting one today on homework and am looking forward to reading what you ALL have to say. Mahalo.

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I really have to get some of these books that this website uses! I think at the beginning I did the norm, worksheets out of the workbooks and textbook work. I was bored,lost, and just in a ugh stage. I think my students would agree with me there. I took away the worksheets sent home and done in class. Occasionally I add one or two worksheet a week at most, but that is because I think it is really important and it is something the students will enjoy. I did study help the first trimester. I watched continously day after day students bring out worksheets, write words three times each, write spelling words in ABC order, use the spelling word in a sentence. Finally one day I asked my students did they enjoy their homework, they all replied no and they didn't understand it. This tells me this work isn't meaningful enough. These worksheets for the workbook stress me out. I go home each day around 4:30, which is earlier then most of these students go home. Then I have to make dinner, bath time, then bed. Most of our students have the same routine they just come home later. The only reason why I do work after all this is because I enjoy it. Why would we require our students to do homework if they didn't enjoy it? ~Victoria 1/3/11

January 3 If there is one peeve i have about teaching, it is grading homework. I'm not a big fan of giving out a lot of homework. If a student can do show how to solve 5 math problems, why do they need 15-20 for homework. I agree that homework for the sake of giving out homework is not a valid way. But if the homework is part of a project, I feel it is a necessary, especially if it is a group assignment where working together to complete something is involved. Giving students input of what should go into the assignments has worked for some of the projects. As for students not liking homework ... who does ... but there are some aspects of my life that are tedious, boring, repetitious that still have to be done regardless if I enjoy it or not ... like laundry. - Ed

I agree why give them tons of problems for homework when just a few show they understand. I have given tons of homework at the beginning of the school year. Just math was three pages of assigned work at night. My students and my parents were very frustrated. So was I. We were all overwhelmed and lost. As I changed my classroom and my teaching strategies I realized that my students didn't need this homework to prove they understood what I taught. Thank you to the people I work with because I probably would have still been overwhelmed and lost without them. Victoria 1-5-11

I agree with the article that homework shouldn't just be busy work. It should not just be given for the sake of just giving homework. Thankfully at HMS, teachers do have the support to give students homework that we feel is valid. Personally, I never feel pressured to give a certain amount of homework. I feel that every assignment should serve a purpose. I am one of those teachers that gives spelling on a weekly basis. I know that some feel that spelling is obsolete because of new technology that allows us to use spellcheck. Well, I recently went to the doctor and he gave me a written prescription. It said to take my pill "onece" a day. Why do we do ABC order? Have you ever worked in an office and had to file folders alphabetically? I agree with Ed, there are some things that students will love to do and there are some that they will have to do because we, as teachers, have a responsibilty to give children life skills that will get them ready for life in the "real world."~Jolene 1/3/11

Homework should be assigned if needed. An example would be searching for information for projects or practicing their spelling, but in enjoyable and challenging ways. It would be most helpful if it is carefully planned by the teachers and have direct meaning to students. Few children would be thrilled to work on assignments for a designated amount of time after a long day at school. On top of that, many students are required to �read� for x minutes daily. However, changes in homework need to be a school wide shift or movement. The author assumes that all homework is tedious and boring for students. It does not have to be that. Another misunderstanding that the author wrote about is that learning, which may include homework, is not preparation for life and career experiences. In both the business world as well as daily life, we often have to do jobs that require us to focus on �work� and not �fun and games.� Rewards are often the result of sacrifice and hard work.

We must also consider possible scenarios that are available for our students if there were no homework assignments, such as watching television, playing video games, talking on the phone, or texting. While these activities may not necessarily be bad, homework can be a better option with parents sharing their children�s learning experiences. The issue, again, is not quantity but quality. ﻿~ Wendy ~01.03.11

I would have to agree with a lot of what the article says. Unfortunately the quote, "We�ve decided ahead of time that children will have to do something every night (or several times a week). Later on we�ll figure out what to make them do," speaks the truth. And it is hard to break that pattern, especially when we experienced it when we were in elementary school. I try to base my homework assignments on the projects we do in class. I rarely give worksheets, so most of my homework assignments are discussion questions, doing research, and web-based assignments. The questions I try to ask myself is, "Does this assignment have meaning? What will they get out of this?" If the answer is, "I have to give them something to do," then I probably shouldn't give it to them. - Traci 1/3/11

Not to get into any disagreement, but why do any elementary students have to worry about skills for their career? I misspell things often, I was great at spelling in elementary school. I had the ordinary homework, abc order, write three times each, and use the word in the sentence. I maybe wrong, but acquiring skills for our career, isn't that what college is for? I definitely want my students to enjoy their work, if not then why should we expect quality work?~Victoria 1/4/11

As we begin a new year revitalized from our winter break, I feel energized for a fresh start rather than a continued Part 2 of second trimester. Sharing articles and the spirited discussion that follows shows me the commitment we have as teachers to make changes that stimulate our students' learning. The homework issue is not a new one: pros and cons have been brought up by educators and parents for generations. What is new is our approach to teaching that allows different methods of reinforcing our lessons to make learning more meaningful to our students. I find the idea of designing homework that personalizes each teacher's classroom lessons very intriguing and while realizing that more work will be required by the teachers, I can see how the students will get more out of the customized "quality" homework than a copied worksheet. We need to focus on ways to bring our parents and families into this discussion to showcase the great learning that's happening in our classrooms so they don't rely on the homework that they see coming home to judge our teaching methods and instructional styles. -- Lori 1/4/11

This article created some "internal conflict" for me - I thought about my experience of homework as a student, then my experience of homework as a teacher.

As a student in elementary school, I don't recall having tons of homework. I had homework if I didn't finish my assignment in school. At times, I had project-related homework. (This was at public school.) In intermediate and high school, I had LOTS of homework, but again, much of it was related to projects. Yes, sometimes it was boring, but other times, it was fun. I wrote poetry, wrote scripts, took photographs - to name a few things.

As a teacher, I think I experienced both sides of the "homework dilemma." I did feel some "pressure" last year to give homework for my computer class - maybe because I came from teaching foreign language. However, I realized at some point that this was just frustrating for both me and the students. Now, I am trying to do more in terms of classwork and give more projects. Yes, I do have days where students may have to do "homework" - but related to a project. I think if students can prepare things at home, it is appropriate to give as "homework." This gives everyone more class time to work on the project - discuss, ask questions, have hands-on time. For instance, I am doing a photo slide show project with the second grade and I want the students to take pictures for homework. They are so excited and are thrilled to be "responsible" and take home the class camera. I think homework like this is meaningful - it teaches responsibility and also engages the students.

After all is said and done, I think that if homework serves a purpose, then I think it is appropriate to give. I agree with the article in that homework should not be given for the sake of giving "busy work" or because we "have to." The challenge we have as teachers is to think of different approaches and ways to reinforce skill on a level that can reach out to students of different levels and abilities. By doing this, I think we will bring out the best in the students. - Tina 1/4/11

Geesh! What an article! Like Lori said- it is not a new topic!!! It is one that I think about at the beginning of of every year... do we give homework in Kindergarten? And if so what kind? Weekly? Monthly? Daily? Every year our type of homework has changed and ranged from projects to writing words to practicing sentences to reproducable worksheets. And I do say "our" as we decide as a grade level on the type/kind of homework given. and even that changes every year too. My main purpose for giving homework is to teach students the responsibility of taking an assignment home, completing it and returning it to school- the next day. Which is a problem I hear a lot from teachers in upper grades of students who say the students did the assignment but rarley turn it in on time or if at all.... In my head it makes sense- students practice this "completing and retuning" habit at an early age which hopefully (my goal) is a trait that will carry on throughout their lives- whether it is turning in homework assignments, paying bills, turning in applications and the list goes on.... But does it really have to start in Kindergarten?- this question tugs at me now! Ashley 1/5/11

Yikes, first of all, I posted and now it's not here! What happened?? Anyway, this article really made me think about the homework that we give. I'm with Ashley, wondering if we should start in Kindergarten... The homework we give is a review, and another reason for it is to foster responsibility. Responsibility goes a long way. We always struggle with what kind of homework to give and how much. Review is always good, but as Ed said, if they already get it, do they need to do a whole worksheet more on it? I think it's time for another grade level meeting!! ~Kristi m. 1/5/11

Since I teach Pre-Algebra and Algebra my students need to practice the skills we go over in class each and every night. I would compare teaching challenging academics to teaching black belt karate as my husband does. He instructs directly in class and has the students move through each kata with correct form. Each student is expected to spend time at home practicing correctly. Any top level athlete, artist, musician, performer, etc., practices on their own time. I expect my students to practice at home, but what they practice is not review. -Karyn

This article was great because it made me reflect on the assignments that I give my students each day. Today when I opened my classroom door my students were all waiting with project folders in their hands and couldn�t wait to turn in their choice for their animal research project. Their assignment the night before was simply to think of three animals that they would like to learn more about. Many of them told me that they discussed their choices with their family and looked on the internet for ideas. They were all excited to begin their research and many had already thought of questions they would like to research the answers to. I have never seen my students so excited and engaged in meaningful learning. This makes me rethink the typical assignments that I sometimes assign my students. Maybe a performance assessment at the end of a math lesson could take the place of a math homework assignment for example. I am excited to consider the possibilities. ~Kristen 1/5/11

As a drama teacher, I do give homework sometimes. However, it's always used to prepare for a presentation or project. For example, learning or memorizing lines, practicing singing, dance steps, or writing scrips. But even that can get tedious sometimes. Although even when it does, I still think it's important because it keeps the focus and helps the student stay on track. Much of performing is about repetition and doing things over and over until its almost perfect. Cari

I agree with the article that we shouldn't give busy work. I also agree that maybe we should just give homework that we design. I agree with Karyn that students need to practice and reinforce math skills. At HMS we have a whole industry of after school classes that help students with homework, such as study help, study hall and even the cafeteria. I feel pressure to assign homework daily because I know it would be chaotic in those classes if the students had nothing to do. I appreciate that my students that need help in math can get help from Ed in study help class. I often assign homework for things I don't want to spend time on in class. Finishing a pen pal letter, reading an article so we can discuss it in class. I don't believe in assigning much or any homework over the vacation breaks.

I do feel that homework is a give and take with the parents. Parents tend to judge the rigor of the academic program by the amount of homework assigned. I am on the other side of this currently with my son. He is in 10th grade and his school has the International Baccalaureate program. Homework is assigned, but counts for 0% of his grade. He is graded just on his projects. Does this leave him reluctant to do his homework? Yes. I think homework should count for part of the grade. ~Scott 1-6-11

//To echo Karyn's words, an artist practices their skills outside of the classroom to become more proficient in their technique. Not everyone is going to want to be an artist, but I think learning and practicing lessons can benefit a person because they will develop many tools for communication, problem solving and other basic life skills. Homework that I have had for upper grade level students were projects that involved research of an artist, art form or cultural art. I find students are excited by looking up what they are interested in. They come back to the classroom, share and then practice and experiement that particular style. //

//As a parent, I have been enjoying working with my son on his "letter" homework. It is an active process of searching, cutting and pasting as we look through magazine pictures and find objects that start with the letter of the week. He'll even break out into song (about letters). I asked him the other day what his favorite thing about school was (I was sure it was going to be recess or snack time) - but he bursted out "learning LETTERS". // //~Michelle 1/6/11 // //Perhaps it should not be called "HomeWORK. " In an ideal world, the kids would be so excited about learning that they would want to come home and do practical fun applications in real life of what they had learned during the day. The teachers would have time in the day to plan and provide the eager cooperative parents some suggestions of what could be done. In an ideal world........ // //Barb //

At times, I assign //family homework// that are linked to the letters, colors or other concepts of the week. The students are excited to share what they�ve created with their family or tell us their personal experiences surrounding their journey in completing it together. For me, I assign this type of //homework// not only for practice toward retention or promote further communication but also to help our students make greater connections on generalization and relevancy. They are able to see and make a better link on how these concepts are used in their everyday world (even outside of school) and for the rest of their lives�Learning is meaningful. ~kchong

The author of this article must be kind of out there. Or is he? I still feel that homework is important if it is relevant to the lessons being taught in class. I am a believer that practice makes perfect. I have casually asked several students the question, "If you had the choice between having homework, or no homework, what would you choose?" Surprisingly, their responses were all "Have homework". I then asked them why because my response would have been undoubtedly "No Homework!". Each of them said that they really felt that they would not learn as much if they didn't have homework. These were second, third,and fourth graders. It would be great to never have homework, but I think it's necessary. ~Davin 1/6/11

I don't believe in homework unless there is a practical application that makes it meaningful. When I was in the classroom, a regular homework assignment was parents having a ten minute conversation with their child about anything other than school. Another assignment was to draw a map from HMS to your home labeling streets and landmarks. My thinking behind these types of assignments was to have parent and child spend meaningful time together and continue to get to know and understand each other. There are so many ways to learn: baking, going to the store, looking at cars in a parking lot. The list is endless and these types of tasks help to develop critical thinking, vocabulary, and demonstrate to a child how the real world works. Many parents today don't see the value of this type of learning basically because they grew up in a different time. The world is changing so rapidly that this is the first time we cannot really predict what life will be like for these children. We (teachers & parents) need to be creative with our assignments and also mindful of a child's need for rest & play. The same rest & play we require ourselves. JJ 1.6.11

It is very true that homework assignments must be directly related to the child's life experiences, so that their learning enhances their personal as well as academic growth. ~Wendy 01.06.11

Like Kristi C., I give �Family Time Homework� from time to time. It includes activities that relate to the concepts/themes covered in class, and are designed to take no more than 10 to 15 minutes to complete. I also ensure that the activity allows for collaboration with the families to discuss and do together. The article mentions that, �slogans that pass for arguments� need to be questioned. One being, �that homework creates a link between school and family.� However, I will admit that that is one of my main purposes for the family time homework in my preschool class... to create a school to home connection and interaction. This is not the only strategy that I use to foster the collaboration, but it is one of them. Many of my youngsters are excited to go home and share with their families what they learned or what they are doing in school especially if they have something to show for, and vice versa... many of my students are excited to come back to school and share/show off with their teachers and friends what they and their families did together. �Homework� is a concept that is fairly new to them, and it is something that they see their older siblings and cousins doing. Therefore, it often makes my preschoolers feel like a �big� girl or boy when they have it, but I try to keep in mind that I do not want to over-do it. We all know that this excitement does not last forever. As the children become older, the excitement simmers for various reasons. -Nicki 1/6/11

Finally - this post might work, I have found this to be true. When homework becomes drudgery then the end results are usually procrastination, boredom, and depression. There are many addictions. Workaholism is just one. I am one who needs to keep this in mind and who has been on this computer since 8:00 am it's 7:30 pm. Ahhh!!!! Signing off, Ms Jackie 1/8/11

This article on homework was a trip down memory lane. It seems as though we have been having a professional dialogue about homework for a long long time. I agree with many of the points that the author makes. Especially as a parent it is as though I was extracting homework from my daughter expecially in the elementary school years. Let's see how Chris is with the concept. I have had different relationships with homework over the years professionally. There was a time when homework was just too difficult for my student to do because of the technical nature of so much of the vocabulary. It was just more meaningful to have a well placed but nonobtrusive vocab lesson. Then there have been times when parents have well intendely questioned the rigor of my program because of a lack of homework. But that was then and now is now. I think the diamond that I take away from the author was the phrase homework should be shared not checked. This I think reflects the 21st century teacher in me! Karen 2/23/11 9:21 PM =January 10, 2011=

This posting will be less emotional, but has some things we should be thinking about. Please read it and let me know your thoughts. Mahalo.

http://mrwejr.edublogs.org/recognizing-all-students-the-movement/

This article reminded me of a strategy that can be used to promote a healthy classroom community. To encourage respect, saying kind words, the feeling of �warm fuzzies,� and recognition of each and every student in a class, one student a day can be recognized. The others, including the teacher, say nice comments about the highlighted child, sharing what they think are the child�s strengths and what they like about him/her. I observed this strategy being executed in a third grade classroom, and I experimented with this in a classroom of first and second graders... it was sure to spark positive vibes in the classroom. The facial expressions and glow of that featured child was priceless each time. The students could not wait for their turn to be in the spotlight. This even served as motivation for the students to make good choices. I have not thought about this strategy in years until I read this article... perhaps I will try this with my preschool children! Afterall, each child has his/her own unique strengths, and I believe it is extremely important to build the self-confidence of __all__ children. -Nicki 1/11/11 Nicki, I would love to talk to you more about your strategy. I love it!! I need more ways to promote a healthy classroom community. Victoria 1/12/11

Reading this article very quickly I found the youtube link "when the chips are down". I watched as I realized this was my class at the beginning of this year. I focused on everything that was negative and nothing that was positive. I shouted a lot; be quiet, keep your hands to yourself, what you are doing is not okay,why are you doing that? I think as humans we focus a lot on the negative. Watch CNN news you will definitely find more negative reports than positive. Why? I definitely try to think each day what I enjoy about each student. I definitely try not to belittle my students. I always ask myself,"is this how I would want to be spoken to", "would I want to be respected this way"? I definitely would love to hear more suggestions, because sometimes I do get carried away with the day(no excuse not to be loving) and I want my students to know their chips are not down. Victoria 1/12/11

I always enjoy the reaction by the students who receive recognition after Temple Services. Whether it's a certificate for having their writing sample posted on the wall or their artwork displayed in the office, the students are beaming as they approach the front of the temple and return to their seats. And the response of their classmates! The cheers and the praise are truly heartwarming. Small things but huge to the child being acknowledged for their work. In Library, students in grades 2 and up share their reading successes and for the moment that they are excitedly talking about their book, they are the focus of their classmates' attention. Share and tell at any age provides an opportunity for each student to shine for a little while. There are countless little ways we can make a child feel special beyond academic scores: encouragement, praise, attention and even a smile and greeting can help to build self-confidence and a sense of personal value to make our students happier individuals. ~ Lori 1/12/11

Award/Recognition ceremony: I remember when our awards assembly was a two hour affair where every award imaginable from every grade level were handed out. I know because I had to print out all the awards. (It was also a formal black tie affair, but I digress). Seriously, it got out of hand and changes were made about what award and recognitions could be given out. Personally, I feel we should keep the award/recognition for Student Council, JPO, Student Athletes, Drama program (the school play), and academics (HofS list and Honor Roll). I am probably missing other deserving groups ... sorry. They deserved to be awarded and recognized for their extra time and effort. However I do like the idea of recognizing all students for their unique talents and interest. Here is something, I have been doing. Currently, the class changes groups every 6 weeks (thanks Kagan). The first day of the 6 week cycle, I have been getting the students to write positive things about each person in their new group and about themselves. Most of the student put though into what they write. I am collating all the comment and was planning to give it to each student at the end of the year. I like the idea of creating a post for each students (http://www.joebower.org/2010/06/unconditional-recognition.html) and might try something like that out. I don't know about having the recognition ceremony with the whole school though. Time would be a factor. == Ed 1/18/11

Thanks for sharing your comments, Ed. I like your idea about having students write positive comments about their group members. And what a good idea to give them the information at the end of the year! Thanks.

I have used warm fuzzies in previous years. When I was teaching 2nd grade, a student would be randomly selected as the 'Angel of the Day'. (This was a Catholic School). At the end of the day, s/he would stand in front of the class. Classmates would raise their hands and share kind words to them while celebrating the great things they do. Then the 'angel' would get a sweet from a candy jar.

While in 4th grade at HMS, students would take time to be bucket fillers. Each child had her/his own bucket on the bulletin board. Everyday after lunch recess, they wrote positive affirmations to each other. Since I know that students appreciate kind words from their teacher, I'd also write bucket filler to the students. On Fridays, they emptied and read what was put in their bucket. They filled their buckets all year long. Many times, these notes were collected for weeks in their homework folders. They were so eager to read their collection of notes on Friday!! Both of these experiences brought smiles to everyone. These and other direct and interactive experiences are invaluable to learning. That is our social responsibility to one another. I intend to start some form of positive reinforcement again with my Kindergarten students next week. Wendy~01.23.11

I think that recognizing students' individual strengths and talents is a good idea. I think Ed makes a good point - to have a schoolwide ceremony recognizing all students would be time consuming. However, I think that this can be done within the classroom very easily. This short article reminds me that I need to really recognize students and their ideas and attempts more than I do. While I do try and focus on students and their strengths, I think that I could verbalize it more. I think I have done it more this year than in years past, and I hope to keep it up. I think by having the student know that they are valued and praised motivates them - dare I say - more than getting a good grade sometimes.

Tina - 1/25/11

I may not make a ceremony of it, but I praise kids everyday. How can you not? Maybe I'm missing the point. Anyway, It can be for the simplest thing like picking up a piece of trash from the floor, tying their shoe by themself or something fantastically done academically. And it ranges from a "wow, look what so and so came up up with" for the whole class to hear or very quiet- pull on side type deal, "hey i'm so proud of you- you wrote that sentence all by yourself!". Positive reinforcement/encouragement... it's the same thing to me. It should be done daily, but then again I teach Kindergarten, we always seem to be in our own world! lol! As for keeping the "regular" type awards program I'm with Ed... it should be recognized... those groups who put in ABCD time... takes a whole lot of effort! (love how he listed Student Council first!). Ashley 1/28/11

=1/20/11=

Literature circles have been around for a long time. Some of you use them very effectively in your classrooms. Please read the article and let me know what you think.

http://www.edutopia.org/blog/literature-circles-how-to-and-reasons-why-elena-aguilar

I have used literature circles for the past 16 years and I am sold on them. My class is split into 3 different groups with each group reading a separate chapter book, each with 4 or 5 students. I have a large selection of sets of 6 copies of a book that I have accumulated over the years. We meet once in the middle of the book and once at the end. I integrate a lot of Hawaiian Studies this way with some books chosen to illustrate Hawaiian Values or Mythology. The books are all high interest kind and the students like reading them in a group. Each meeting lasts 30 minutes. During that time, each student takes turns retelling and then moving on to sharing comparisons, opinions or making predictions, or telling their idea of the message of the book. Their tool in all of this is their literature log. At the beginning of the year, I train them with picture books. Their classwork is very prescriptive, make a summary, for example of the picture book I have read them. I collect their logs, and type up some of the entries and we discuss their merits. I lead them to understand the value of being succint in a summary, then we move on to the higher level thinking skills such as making a comparison or sharing an opinion. It helps in the beginning to read picture books by the same author. I agree with one of the authors that it can be awkward at first. It is also a lot of work on the part of the teacher because to really be part of the discussion, I find I have to reread the book each year that a group of students reads it. It is worth it, as I have seen reluctant readers become enthusiastic with this method. ~Scott 1-22-11

//Thanks for sharing, Scott. I see the literature circles in your classroom often. I know the students enjoy this teaching methodology...and they learn a great deal from it.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literature circles is a great strategy! I first saw it in action while I was student teaching in a 3rd grade class. The entire class read the same book, but the students were split up into groups. Each student played an important role within their group. During the week, the teacher allowed the students who had the same roles to get together to share their ideas, thoughts, and questions before presenting to their own groups and to the class. As mentioned in the article, they were able to work collaboratively to build upon their thinking. In addition, literature circles helped the students to feel more confident and comfortable with reading, which in turn created more excitement!

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">To encourage my preschoolers to be active readers, I expose them to elements of the different literature circle roles as a whole class during story time. For example, we discuss new vocabulary/point out sight words (Vocabulary Enricher), draw pictures relating to the story (Illustrator), discuss how events in the story are similar/different from personal experiences/news events/other books (Connector), question before/during/after the book (Questioner/Discussion Director), talk about the main idea of the story/organize main details of the story in order of occurrence (Summarizer), etc. My goal is to help my students take steps toward becoming active participants in the reading process, while developing a natural joy for reading. -Nicki 1/23/11

//Thanks for the application to preschool, Nicki. Your activities WILL help students become active readers.//

My experience with literature circles is minimal, but through trial and error, they have proven to encourage and enhance discussion about literature. I had the entire class read the same book, but then split them up into separate groups (4 in each group). I gave each student a role and after each meeting, they presented to the class what they discussed, opinions gathered, important events, and so forth. The students really enjoyed talking about how they felt when reading the book because many of the issues were serious and brought on a lot of questions. Literature circles also helped the less confident students feel more comfortable with not understanding something right away. This gave other students a chance to really help and explain the events and views in the story as well. -Traci 1/23/11

//I am interested in the roles you assigned to your students. I agree that student confidence is a real benefit of this strategy.//

=
In the classroom, children listen and participate to Literature (a picture book) about twice daily. We do the typical before, during and after reading discussion activities. Most of it is teacher lead, but it still provides an opportunity for my Kindergartners to develop their oral language skills. They are learning to express themselves, communicate, and contribute to a discussion about books that is meaningful to them. Oral language (speaking and listening) activities often lead into �free write� with an illustration, reader�s response writing, or just an art work session. There are times, when they share opinions as a small group (2-3). However, they are practicing this skill. ~Wendy 01.23.11 ======

// Twice daily! Thanks for sharing print with your students on a continuous basis. Your students are doing very well. They were able to express themselves quite well during your last Presentation of Learning. //

=
I actually haven't seen any literature circles done. Is anyone doing them currently? I would love to see their class in action. I am more a visual learner. We have done reading groups where each group does something different. I think literature circles will be great for our next story. My students love to read. I try to give them at least 15 mins. each day to read silently, they beg for it!! I think I really want to see literature circles in action. Please let me know if anyone is doing a literature circles this week. ~Victoria 1/23/11 ====== //Scott uses them a lot of the time. I am sure he would be glad to share.// //I usually do literature circles 3 - 4 times a week. Our normal time is 12:50 - 1:20, except for Tuesday, we do them at 10:25 - 10:55.// //Scott//

To encourage a love and excitement for reading, I, similarly to Nicki, expose my students to many of the elements of literature circles during our story time. Each month, we uncover a new unit of study, which I like to integrate. For example, this month we are exploring pets. I put out books incorporating the unit of the month, where the students can pick and choose to read throughout the day. During story time, I read aloud books from our library. Together we discover (new vocabulary words, synonyms, great ideas, or main events), share (discuss our own personal connections to the story, characters, or events with a neighbor or with the whole group via a think-pair-share or by acting it out), and journal (illustrate a favorite part or connecting concept). Our journals are then shared with our classroom community and posted on the wall for all to see. This then sparks more conversation surrounding the integrated concepts, where the students are now using their newly learned vocabulary, pointing out things they liked, or making further connections. ~kristi c 1.24.2011

// Wonderful, Kristi. Thanks for sharing. These strategies can be used across the board. //

The concept of a literature circle is happening in the P4 class. Everything that Nicki has mentioned is occuring at Story time and more through the day. I see a Literature circle as constantly revolving and evolving, that ties the curriculum together. For instance, in January a learning focus was on the letters A. S, M, and E, not just memorizing the alphabet letters or reproducing the symbols in handwriting, but using them in a living, exploring, thinking way. I find complimentary literature for each letter and weave this through science, math, art, and music. For A, we went to the Arctic - North Pole, Antarctica - South Pole, and the Polar Animals that live in these environments. The north and south poles ties into Magnetism. The students investigated Aquariums and the inhabitants, (angel fish, star fish), Humpback whales in the Sea -which migrate to Hawaii for the winter, Sharks, Penguins, Polar Bears, Arctic Foxes, Snow, Snow Flakes, Snow/Sand Man, Earth, Equator, Eels, Magnets, Magnify, Elephants, Exploring, and Ice. Here is an example of a 4 year old's analyzing thinking skill. We were reading about Sledding and Ice Skating on a frozen pond, and a student asked the question about, "What happens if the Ice cracks?" Perfect opportunity to explore and learn about the scientific concepts of freezing and thawing. Thus the creation of the science/sensory learning experience on Friday. The ice did have cracks and what happens to these cracks in the ice blocks? Our 5th Grade Reading Buddies brought books from our Library that complimented our learning focus and we are singing about the "Yellow Submarine" in the sea. This circle keeps turning and the learning keeps going. Jackie 1/24/11

//Great response, Jackie. Thanks for sharing about the four-year-old children. I am glad the buddies are working out well.//

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Literature circles are crucial in fostering a variety of skills. Students learn essential skills such as collaboration and cooperation. As mentioned in the article, �Students help each other understand a text and make sense of it. Literature circles teach kids how to use each other as resources and become independent learners.� I feel that it is important that students value one another inside and outside of the classroom. The literature is an opportunity for students to build written, verbal, and listening skills � all of which are crucial in the 21st century academic and professional environment.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">I have found that literature circles are effective in all ranges and grade levels. I have also learned through my experiences that one of the fundamental steps that helped me with the implementation of literature circles was getting to know my students. I learned more about their reading interests, their own perceptions about reading, and their comfort levels. Understanding more about where each student was coming from served as the foundation for the literature circles. I also think that the knowledge gained from the Kagan training helped me to fine tune my instruction for cooperative learning in literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">After I read the quote, "Literature circles can be a place of cooperative learning," it made me think of a quote that I came across in a book that I read titled, __501 Tips for Teachers__ by Robert D. Ramsey, Ed. D.; �Make a big deal out of cooperative learning in your classroom. Today, kids need to learn that in school and in life many problems are best solved when people work together, rather than compete against one another.�

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">When I first implemented literature circles a few years ago, I was not sure how it would all work out. Once I saw the excitement and fun that each group was having with their book selections/choices, I kept the momentum going. I guided each group through their tasks. In addition, I also required each group to produce a culminating presentation of learning about their literature selection. I agree with the Reason #3: �Literature circles are fun, in part because they are social experiences.� I also like how literature circles can be tailored for ALL readers. It is far from the old methods of calling on students to read passages out loud.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">I agree that the the beauty in literature circles is in the guided differentiated approach and the choices. I have been working with my students on writing and verbalizing ideas about various books, and I am looking forward to our literature circles on tales and fables. I feel that giving students choices for their selections empowers students in their reading abilities and confidence level. I felt the synergy in the classroom when I told them that they could select their own books. ~ Evelyn 1/24/11

// Excitement and fun....those words say it all. Thanks for your comments, Evelyn. // // Evelyn, // // this is great idea!! I definitely want to try literature circles now. I can imagine the excitement the students have when they choose their own books. ~Victoria 1/26/11 //

It�s great to hear how teachers from many grade levels are utilizing literature circles in their classrooms. Smaller groupings help to foster discussion especially for the students who hesitate to participate in larger groups. Providing choices of books and differentiated reading levels does take more planning by the teachers but ultimately encourages greater opportunities for students� reading successes. In the Library, I encourage students to �buddy read�: classmates borrow the same book, talk about the book as they read it to each other, then share together with the whole class when they finish reading the book. So far, this has been most successful with friends who share common interests and the quieter students are more willing to speak up when partnered with someone they chose. The Library has sets of chapter books for older readers that teachers can borrow for classroom Lit Circles. Perhaps we can circulate a list of titles that teachers would like to share with other grades. -- Lori 1-25-11

While in my classes I do not currently do literature circles (which is not to say that I couldn't!), I can see the benefit of doing something like this. I do recall being a part of literature circles in high school and I know it really helped me understand the stories more. It was always interesting to hear my classmates' ideas, seeing the story from a different perspective. I could only imagine how this would be for the students. Each student picks up on something different and adds a different view. I think this would help students understand and become more open to others' ideas and opinions and also foster group work skills. I think given choices and learning how to discuss certainly helps students in their development of critical thinking and analysis. I could only imagine the opportunities for learning something like this could do. - Tina 1/25/11

Like Tina, I do not do Literature Circles as described in the article. I do see the value in it and I do have the students read in Math class. The number one biggest struggle for my students is comprehending what a written problem means. This tells me that Math is a language unto itself and I call it "Mathenese" to my students. We regulary work on translating this foreign language together. The students read and share their interpretations. -Karyn

In our class, the children practically beg to be read to! They love to listen to stories! We do the prediction and they love to guess what they think the story is about. Sometimes, I will read it half way through and have them guess the ending. When we finish the story, they tell if they like their ending or the authors ending better. It's always fun to hear what they have to say! Story time is so very important, there are so many wonderful books out there! I hope what I'm doing in the classroom is a good foundation for the literature circles in the upper grades... ~Kristi M. 1/25/11 Kristi, in having them make predictions and guess the ending you are allowing them to have a voice & pracitce so many skills that are critical to reading comprehension. This is a large part of literature circles. JoAnn 1/25/11

My students love literature circles! It gives struggling readers a safer environment to read aloud and it allows endless opportunities for peer teaching. Each person is assigned a reading buddy in case they need help with a word. My students first loved literature circles for the social aspect but now they are really learning to discuss elements of the books they are reading. ~Jolene 1/26/11

I have been using cooperative learning groups a lot more this year and I guess you can say it's like literature circles. The students do enjoy the support of a group or partner setting when they read stories. They've been able to bounce ideas off of each other about characters, why things might have happened, and what they thought the author's purpose might have been. They also enjoy making and confirming predictions in their group while reading. I have also tried having them take on the role of a character, and read the story in pairs as if they were acting in it, telling them to focus on voice and expression. They enjoyed that, even if a few of them them were a little silly at first. What I really like is that all my students can be engaged at the same time, yet at their own pace in their group or with their partner. ~ Davin

I have never had the opportunity to try or participate in literature circles. From reading the article and these response, it is something I would like to try. Hopefully I can give it a try as more reading and writing are being incorporated into math. == Ed

Hahaha! I remember doing literature circles in high school... I know I enjoyed the "social" aspect of it and it did help me understand the book better as it came from friends- I could relate to it more. It was a different perspective! As a teacher now, I absolutely love reading to the kids- I enjoy making silly voices, having the kids participate in repetitive words and phrases, generating discussion with "what if" questions, predicting the ending... It is such a thriller when you stop half way have them guess the ending...I've even asked kids to rewrite the ending to stories. For Book It projects I provide parents with sample questions on how to "discuss" books with their children- make it an interactive process- it doesn't have to be a sit and listen only session- chat it up, talk about the characters and their situations. "What if" questions are quite powerful. I encourage families to have family reading time where everyone in the family is reading something whether it be a book, newspaper or a magazine... sit next to your kid and read along side them! Ashley 1/28/11

=Feb. 15, 2011=

So, check it out. Do you have anything to ADD to the list?

[]

Other items I see that may be obsolete from the education world are the following: 1. Traditional Clipboards (students will be using other interactive gadgets to record information) 2. Expo pens (whiteboards will be obsolete since we will have interactive boards in our classrooms) 3. CD players (Music and audio will be downloaded via itunes or other resources. More people will be using dock stations to play audio) 2/15/11 ~ Evelyn

While I'm excited about the changes that technology brings to the classroom and our roles as educators, I'm still hopeful that the development of important people skills are not forgotten on lists such as this one. Reading the comments posted below the article, there were many supporters of the list and just a few dissenters who spoke of our role as teachers in the classroom--before, during and after school hours--to provide face-to-face opportunities for children to interact with peers and adults. Let's make sure we don't eliminate time to play, create and let kids be kids. And no matter what any list says: books still rule! ~ Lori 2-15-11

PENCILS. Will kids even know how to write then? Will they need to? I worry about that now. This idea of a "basic foundation" seems to be vanishing by the day. I wonder what teachers and students would do with no electricity. Then what? Ashley 2-16-11

There are many potential gains to the futuristic education, no doubt. One thing it most certainly requires though is informed and committed parents and students. When teachers give up the reigns of control (as they should to some extent), the parents and the students have to willingly accept more of the responsibility. Are they all ready? Karyn 2-16-11

As a counselor, face-to-face interaction is of primary importance when working with a person in a helping way. It is of concern to me that the modern means of communication for most individuals in this day and age is through the use of technology. Yes, technology is a wonderful tool but it does not replace personal, one-on-one interaction. Additionally, the feel of holding a book or a newspaper in ones hands while reading is quite different from reading on-line. 21st Century skills are essential however, they do not replace people skills - Adah 2-16-11

Socailization skills. If everything will be so tech in ten years, preschool won't be a NEED like nowdays. So sad, how will kids learn to get along with each other?? K.Gibo 2/16/11

I don't think socialization will stop. Technology is a tool to enhance learning, not replace it and technology cannot replace one-to-one interaction that is so necessary to all of us. At our SOTF meeting on Monday we were given the option to use the Ning instead of meeting and we all voted to continue meeting as a group. Yes, we are not the digital natives but we are raising and interacting with them on a daily basis. Here is a link to show what I hope digital interactions will become.

http://primarytech.global2.vic.edu.au/2011/02/10/my-journey-with-global-collaboration/

As far as what may disappear, I think laptops with be the dinosaurs of that age and on their way out. JoAnn 2.16.11

JoAnn, I agree with you. If this is the case though, why are we spending so much time practicing our typing skills. Pecking on iPhones,iPads, and iTouches are the new crave. I would gladly type a page on my iPhone before I would do it on my desktop. ~Victoria 2-18-11

Times change whether people like it or not. They just need to adapt as the world is changing. Yes, social skills have changed just like everything else. Our social skills have definitely changed from those of our elders. Some criticize us for our fast pace and our tech needs. We do the same for the younger generation. We need to embrace life the way it changes, rather than block it out. The evolving technology will support our ability to exchange ideas around the world. I envision the next 10 years will be one that offers both online learning and brick and mortar. All schools may change their traditional scheduling of school days to learning without boundries. Students will utilize IWBs, eBooks, and smart phones. Sports and creative art classes will still be available for participation. Wendy 2.16.11

To answer the question if there is anything else I would add to the list, I would have to agree with what Evelyn said. I would also add binders (if paper is on its way out, so is the binder). I feel like I've already replaced mine with flash drives, since most of what I do is on the computer. That being said, I think flash drives, too, may be slowly on its way out, with cloud computing and document sharing starting to come to (if not already at) the forefront.

I also want to echo what others are saying - I think technology is a great tool. My one hope is that a "balance" is created between technology and interpersonal skills. Yes, we can connect with people around the world, but be it face-to-face in person or over a computer screen, we still need to know how to interact. Also, the responsibility of using technology is something that ALL of us (the casual user, the "techie") need to consider and think about as the world continues on in the "digital" frontier. - Tina 2/19/11

=
I think the standard school schedule may become obsolete. Look at the success of Hawaii Academy of Technology, a public school that mainly offers classes online, with students coming into school one day a week. In the past when a student was absent from HMS, the parent would stop by to pick up the homework. Now, I am able to email the assignments, along with files from my flashdrive or instructions to find links on the class wiki. Clearly, it is not the same as being at school with the rest of the students, but perhaps there will come a day when students opt to stay home part of the week, completing assignments and sharing them with the teacher via google docs, perhaps tuning in for a skype video conference. ======

~Scott 2-19-11
<span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Things that will become obsolete, maybe not in 10 years, but eventually: <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">-Amy 2.19.11
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Any type of keyboard/keypad will be gone as we already see the newest technologies relying on touch screen keyboards/keypads.
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Since paper usage will be drastically reduced, eventually traditional bulletin boards with student work stapled on them. Digital displays will be used instead, where student work can be viewed as a slideshow on a tv screen or something similar.
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">VHS/DVDs will be obsolete because you will be able to find the video you need online, like we already do using such sites as Discovery Education and BrainPop.
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">LCD projectors will not be needed as we move towards having interactive white boards in the classrooms.
 * 5) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Traditional report cards will be gone if we are moving towards project learning and the students guiding the curriculum. Portfolios will be used instead to show student achievement.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Besides portfolios, there might be e-Portfolios to showcase students' work. It is a good assessment tool besides standardized testing. <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Wendy 2.19.11

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">At the rate that technology is advancing and being relied upon, my thinking is along the same lines as the first commenter on the web page, “Anonymous,” who posted, “What about teachers?” Sure, there will need to be people to create the material and to plan a schedule for the course; however, I feel that if technology is abused in education, the demand for teachers may decrease, especially in the upper grades and college levels, just as technology is booting the need for employees from many systems. In college, I took a few online courses and basically the teachers had video modules to teach the content every week. There are pros and cons to implementing technology in education; therefore, technology must be used critically. For example, by learning through the videos, there was visual, in addition to audio interpretations, and teachers didn’t need to repeat themselves as videos were available to review at any time. Nevertheless, knowing how to interact with others face-to-face (verbally and physically), writing with a pencil and paper, reading a hard-copy book, mailing through the post office, etc. is essential to life, for we cannot rely on technology in all situations. I believe the traditional skills should be taught first or at least simultaneously with technology based skills. For example, there should be a heavier emphasis on traditional means in elementary school with exposure to technology, and perhaps more of an equal exchange in upper grades.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Technology is meant to be a tool to make tasks more effective, efficient, and convenient, but should not replace basic traditional skills essential for life. My thinking is that to create a “balance,” technology should be used to enhance traditional face-to-face interaction and learning. For example, Second Life is a virtual land where people can interact with other avatars and situations through the web. With that, Second Life should not be used to substitute physically attending class. Instead, it is a great tool that allows people to experience simulations that perhaps cannot be experienced in real life. For example, a class may be studying the Sistine Chapel, but may not be able to fly to the Vatican City to visit the Chapel. This is where Second Life can come in handy. In Second Life, there is an almost exact replica of the chapel that allows students to be immersed in the location. They can even “fly” to the ceiling to view close-ups of the art, which certainly cannot be done in real life. By using technology in this way, the students will still need to attend class physically, but can use Second Life to enhance the regular curriculum. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">-Nicki

====<span style="font-family: Arial,Helvetica,sans-serif;"> I agree with what many of you are saying and would like to add to what Amy said about traditional report cards. I feel that as we move towards project based learning and increase student choice, our report cards should reflect this change. For example, iInstead of providing one math grade, I think it would be great to break up that subject into specific performance goals and allow teachers and students to decide how they will experience and apply the content to meet those goals. I know that such a change will take time, effort, and cooperation, but I think it would be well worth it. ==== <span style="font-family: Arial,Helvetica,sans-serif;"> ~Kristen