Reflection Prompt Questions:
1. Explain what information from one group # that stood out too you in their presentation.
2. How does the information relate to education?
3. What is your opinion on the issue being presented?
4. Did the presentation change your opinion on the topic being discussed?
Please add your own reflection when needed that may not be part of these questions.
MODIFIED DIPLOMAS
ReplyDeleteSarah T & Dave
What on earth? I have never heard of such a beast. At first, it appeared to be one more way to promote mediocrity. One more way for the lazy folks to succeed with a diploma in hand with little effort. Then I read Dave’s blurb- that makes sense. Give a student the chance to complete something they started so long ago- an award for their efforts. I suppose it is no different than letting me wear water wings in a tri-athelon event. I mean after all, is it my fault I am truly a sinker and cannot swim, even after a zillion years of swimming lessons? Throw me a bone. I won’t win the race, and I am sure I will be mocked- but in the end I would receive a medal for completing the competition. A modified track/special ed. Student would benefit greatly with this. My fear would be the abuse of the document. Students that are truly capable cop a plea and are able to skate with better grades, because of fewer classes and end up taking my son’s spot in college or later an employment spot when I KNOW my son “earned” it. Would this diploma now qualify them “disabled” somehow in the workplace to get that edge? I wonder. I guess this presentation technically did not change my opinion because I didn’t have one prior.
SCHOOL UNIFORMS
Aaron & Beth
I’ve written letters to the editor on this issue, although I could be swayed either way. I feel if you don’t learn how to dress appropriately or have struggles on wondering what to wear every morning . . .when is it that you are to learn that? I was shocked that the study presented gave higher stats for graduates and attendance with uniforms. I find that hard to believe. I think the culture that choose private institutions has something to do with this. I have done both with both my kids- uniforms and not. Their attitudes did not change, nor their grades, or attendance. In short, I feel if a parent or student wants to attend school in a uniform- have at it, even if there isn’t a code. If the district has a policy where uniforms are required and you don’t like it- then move. It’s not about the clothing, it’s about the heart, attitude, relationships. . . .etc. Love the hot topic though!
LANGUAGE IMMERSION PROGRAMS
ReplyDeleteNatacha & Rachel
This relates to education because everyone does not always speak English as their first language. I didn’t understand, "Academic performance for both groups of students will be at or above grade level.” ? I don’t see how using other languages increase academic performances? Was my opinion changed? I think that is a wonderful option should a family choose that idea. Spanish was the chosen language in the presentation- yet I have a gal pal who has her daughter in a Japanese immersion program. . .so does it matter which language is immersed to get the better grades? (I’m still stuck on that). If you are doing a 90% 10% thing- how is that different than just taking a foreign language as an elective? Shouldn’t their test scores be higher than students who do not take a foreign language? In my perfect world everyone would speak the same language (I don’t care which one) BUT our cultures would all still be different so we could enjoy other types of food, music, clothing, etc. I would need a more persuasive argument on this one.
STUDENT MOTIVATION
Elli & Jeremiah
I couldn’t open the vid. . .it said “error, try again later”- which I will. I think this is one of the hugest topics in our schools and life outside of school. If you can master this idea while in school- you’ve arrived! I believe this topic needs to be revisited often as our culture continues to change over time. What worked in my generation clearly would not be effective for today’s youth. I enjoyed the Mastery and Performance goals defined. Good stuff. I can’t say it changed my opinion because I think I am on the same page. (Loved the opening pix and the graphs and use of vid. ..even though I couldn’t see it. I’d give you both an A!)
NO CHILD LEFT BEHIND
Kathleen & Sarah M
(Brown-nosers) Wow- awesome and a lot of information! What stood out to me was that “after 1 year it is assumed that there is no language barrier”. ? What? That is like saying that once you learn to walk you should be able to run a marathon in a year. . .or since you’ve passed your first cooking class- you now know how to cook everything! That makes no sense at all. This topic relates to education in a zillion ways- lesson planning, motivations, hiring of qualified teachers, keeping highly qualified teachers, language barriers and on an on. It think the idea of “No child left behind” sounds great in theory- but in reality it is a train wreck. A local principal has this for her slogan, “Every Child. Every Chance. Every Day”. I like that. Did my opinion change? No, but I learned new pros and cons that I hadn’t considered before viewing this informative google doc.
NO CHILD LEFT BEHIND
ReplyDeleteSomething that stood out to me was the point that, “Each year, its fifth graders must do better on standardized tests than the previous year's fifth graders” was new to me; I had not realized that each year students were expected to exceed the previous year’s scores. I had thought they were simply assessed based on how they measured up to state standards. I also did not know that NCLB required that schools turn information about students over to military recruiters! That was quite surprising. This program relates to education because it assesses students and teachers and stipulates outcomes for those schools that do not measure up and make Adequate Yearly Progress (AYP). Not making AYP can mean very real and serious changes for a school. My opinion on NCLB is that the high-stakes testing environment it creates is detrimental to students and teachers, that it does not take into account other factors that influence student performance, and that it is not effective in improving schools or teachers. This presentation taught me a lot about NCLB that I did not know before and gave me a better understanding of it, but did not change my opinion.
STUDENT MOTIVATION
The point that, “students' beliefs about what they are capable of directly affect their performance in the classroom” stood out as very true and important, and also as something that teachers may overlook. If students do not believe that they are capable of something, they will likely sabotage their efforts either on purpose or subconsciously. Student motivation is an important factor in education because it directly influences what students put into their learning. If students are not invested or motivated to work hard, they will not and their learning and creativity will suffer for it. My opinion is that motivation is very important in the classroom, and that there are myriad ways to motivate students. This presentation confirmed my belief that motivation is valuable and presented me with more ideas and techniques for motivating students – as well as things that are not motivational for students.
LANGUAGE IMMERSION PROGRAMS
I knew very little about these programs before this presentation. It stood out to me that “students participating in these programs tend to outperform their monolingual peers over time,” and I am curious as to why that is. How does being proficient in a second language help students perform better in other subjects? This topic relates to education because it describes a particular school model that not only teaches students a second language but apparently gives them greater confidence and help them excel in other subject areas. Thanks to this presentation, I have a positive opinion of language immersion programs. I think that it is wonderful to know a second language, and have often wished that our country valued this ability and began teaching other languages at younger ages as other countries do! This presentation made me want to know more about these programs and the schools that currently implement them.
SCHOOL UNIFORMS
ReplyDeleteThis presentation presented the compelling con for uniforms that, “uniforms encourage the idea that conformity solves problems; in the world outside of school that is not so.” I had not thought about this implication of uniforms before, so this was interesting. School uniforms relate to education because many schools have students wear uniforms, and those that do not have considered or are considering it. For this reason, it is important to be informed about this controversial issue. School uniforms are a reality for many students, so we need to be informed about how they are helping and hindering student’s academic progress and social development. My opinion is that school uniforms are great to give students a sense of unity and belonging, and also because students will not be ostracized or judged for not being able to afford fancy, new clothes. School uniforms make it so that clothes are no longer a status symbol in schools. However, enforcing a dress code can be difficult, especially when it is not consistently enforced by all staff members. This presentation did not change my opinion, as it presented many positives to reinforce my beliefs, but it opened my eyes to some of the negatives of a school uniform that I had not considered before.
MODIFIED DIPLOMAS
It stood out to me that modified diplomas are not accepted by most four-year universities, and that while community colleges accept them, students still need to pass standard placement exams. Additionally, these diplomas will not gain students financial aid and are not accepted by some branches of the military. This means that while modified diplomas can be great for many students, they severely limit students’ options after high school. Modified diplomas relate to education because they may be a viable option for many special education students, a growing population in our schools. This presentation essentially created my opinion on modified diplomas, as I had never heard of them before. I now feel that modified diplomas could be a great thing because their existence may allow some special education students to graduate who may not otherwise be able to earn a diploma, but this diploma is not enough to gain them the same opportunities and options after high school. In this light, a modified diploma is hardly better than no diploma.
School Uniforms:
ReplyDeleteWhat stood out to me in this presentation was that it mentioned that school uniforms are worn throughout the world. Furthermore, the presentation pointed out that in many countries students are required to wear school uniforms every day. Also, prior to reading this presentation I didn’t know that President Clinton endorsed school uniforms as a way to stop the gang problems back in 1996.
I think that what children wear to school has an effect on education because certain types of clothing can be a distraction. School uniforms also can eliminate the fear that some kids have of not fitting in because of the type of clothing they wear. Certain outfits/colors worn can even cause gang related problems when students wear colors representing a gang.
Personally, I love the idea of school uniforms. I went to a private school and wore a uniform all through junior high and high school. I thought it stopped a lot of the competition between kids on whether or not you owned the latest designer jeans or not. I think that the competition starts at a very young age and I see children as young as first grade commenting on other children’s clothes. The school uniform puts an end to the issue of what a child will wear to school. I think it would be especially helpful for older kids where they are very competitive and can sometimes be down right mean to other kids. Also, I actually think that buying a few school uniforms is a lot cheaper than buying other clothes and trying to keep up with the latest trends.
This was a great presentation, but it didn’t change my point of view on this subject since I already had a strong opinion on this.
Just Say Know: A Look at Drugs in our Schools
ReplyDeleteWhat stood out to me in this presentation were the “cons” against drug testing that were presented. Previously, I had only been presented with reasons why we should perform drug test in schools, but facts like “kicking students off a team for drug use could actually give students MORE time and incentive to engage in high-risk behavior” opened my mind to the possibility that random drug testing isn’t the answer.
This presentation relates to education because teens are saying that drugs are being sold and used on school property. This makes it hard for a school to look the other way and pretend there isn’t a problem. In my opinion, we should drug test students in schools so that they know that they are going to be held responsible for their behavior, but that we shouldn’t kick them off an activity if they test positive. If a student is randomly drug tested and tests positive, I think the schools should offer the students some type of drug rehabilitation program that encourages them to get help and change their behavior. By requiring anyone who tested positive to go through a rehabilitation program, I think we’re sending a message that drug use is unacceptable, but that if you have a problem with drugs the school will get you help. I also feel that not only should the schools test for recreational drugs, but also for steroid use. Students are under a lot of pressure to perform well in sports and I think it’s easy for them to turn to steroids to enhance their performance.
This presentation did change my opinion on drug testing. It made me more aware of the negative impact random drug testing could have on kids. I would never consider that the idea of random drug testing could dissuade kids from participating in an activity.
Language Immersion Programs
ReplyDeleteWhat stood out about this presentation was the fact that two-way immersion students tend to have a positive self-perception as indicated by their generally high self-ratings of academic competence, motivation, and language abilities. Prior to reading this presentation, I would have thought that two-way immersion students might not have as favorable an attitude toward their programs.
This presentation relates to education because there are so many bilingual students in the school system and so many students where English isn’t their first language.
In my opinion, TWI programs are important because bi-literacy develops strong thinking and reasoning skills and I believe that bilingual students outperform their monolingual peers.
This presentation was very persuasive and outlined reasons why we should teach in two languages. I already felt that this was important so this presentation didn’t change my opinion, but it did provide me with additional facts.
Hmmm. I see that my previous post has disappeared. I'm starting to think that this particular "blog" is secretly opposed to our success.
ReplyDelete“School Uniforms” (Longo and Peters)
I think this was a pretty fun presentation. I have always personally been a little amused by school uniforms. It does seem as though there is potential for high cost or low cost, depending on the strict or specific nature of the uniform. Waldo Middle School has a uniform policy. The students can wear forest green, navy blue, white, or tan, and apparently cannot wear hooded sweaters or things like thermals under their polo shirts. Waldo also gives EVERY student a uniform when they come to school, so each student has at least one uniform that parents will not have to buy. What I dislike about the uniform policy is that the poor skinny little kids cannot wear their jackets or sweaters (unless they are “waldo” sweaters) when they are cold. I would have personally hated that, if I were a student. Indeed, I would hate that as an adult. I wore thermal shirts under my t-shirts or always had a sweater on when I was in school because it always seemed so cold to me. They were discussing the uniform policy for next year (should we have one?) at a PTA meeting and one of the parents said they like the uniform policy because if their students skip and go somewhere during class time, anyone who sees them will know immediately that they are skipping (because they are wearing the uniform, presumably). If, however, (as Longo and Peters point out), there is no evidence that uniforms are related to higher academic achievement, then what is accomplished in the uniform aside from potentially lowered cost to parents?
Clothing makes a big difference in how we are treated and how we feel in our lives—and I mean that this is true for the “real” world, not just the world of school. I think of work uniforms. When you get a job where you have to wear a uniform that is both ugly and ill-fitting, it is most likely that you are going to be treated poorly by your customers. But those same customers who are rude to you in your ugly uniform (as you are earning bad pay, to boot) will be gracious to the one person in the store that is dressed more nicely than the others—presumably the manager or the owner. To say that the same could be said of school uniforms might be true. What happens if the uniform you are given is ill-fitting but your parents cannot afford to buy you something nicer? At least if you do not have to stick to specific pieces of clothing, you are more likely to find something at a thrift store that fits and that is an okay price. But finding an un-stained white polo shirt that fits you at a thrift store? The chances are not likely. I had to buy black polo shirts for work at one time. I could find every color in the rainbow at the thrift store, but not a single black shirt. In the end, I spent three times what I wanted to spend just for a shirt that would be ruined in 6 months.
Oh, my opinion on the matter has not changed, as I had no strong opinion prior to viewing the material presented. I do think that if schools have uniforms that they ought to still allow kids to wear casual sweaters and thermal shirts, because some of those kids are really skinny.
Thank you for the fabulous presentation, Mister Longo and Miss Beth!
“Student Motivation” (Elli and Jeremy)
ReplyDeleteAlas, but I could not view the video either. However, I thought the presentation was spot-on. Indeed, I knew immediately that Woolfolk had had a part in this presentation when I saw the title. I was just thinking that I wished I’d kept my Woolfolk book…phooey. Anyhow, this was interestingly familiar to me. I remember those chapters pretty well because there was mention about students who are de-motivated if they meet failure (something about it becoming a chronic problem, and so they become failure-accepting and thus no longer have goals). We are, of course, very concerned with motivation in the classroom—thus the resulting arguments about grades and homework and worksheets and rewards, because we can perceive that motivation decreases with interest levels and then we assume that rewards are the solution. Sometimes, I wonder if it would work for us to abandon work that seems to not be catching student attention but come to it later. For instance, I was so bloody tired of reading British lit by my third year of college that I was prepared to earn lowered grades by avoiding the work. Two years after graduation, I can finally read (and enjoy!) some of my old British works again. So, maybe we could sometimes switch things up. I don’t know how we could switch topics about in secondary schools…but I’ll think on it.
Did my opinion change? No, as it was not a persuasive presentation.
Gracias for the super fabulous presentation, Elli and Jeremy.
“Language Immersion” (Natacha and Rachel)
ReplyDeleteI appreciate that someone thought to present this topic. I was surprised to see that there is a 90/10 option—which makes me ask this questions: when are students introduced into the program? Can students only be involved in such programs if they are enrolled in kindergarten or first grade? Does the language immersion program last only for a year, or does it continue for the entire elementary experience? Are there language immersion programs in secondary levels? Why didn’t anyone come up with this when I was a kid?
Am I mistaken in seeing three separate models—or are the 90/10 and 50/50 model (on the right of the page) comprised of the 50/50 mix of native speakers on the left? Does this mean that most language immersion programs are Spanish? Surely I could look some of these things up myself, but I ask just in case anyone can enlighten me (yes, I am lazy).
So, what is my opinion on the matter/how has my opinion been influenced by said presentation? Well, I have ALWAYS been a strong believer that we need to be teaching second language to students in elementary school. Schools all over the globe (outside of the self-centered U.S.) have been teaching their kids two or more languages for years and years now. To them, it is just part of education, not something “extra special” that “only those who are chosen” get to do. Even if an elementary school can only offer one second language (yes, probably Spanish) it is to the benefit of the monolingual students. Moreover, it gives the Spanish speaking students a class that they can pass with ease. Even if a school could not offer the complete “immersion” model, they could still dedicate a small portion of the day to that second language. I went to a school in the middle of no-where Wyoming where we probably had fewer than 150 kids from k-8 (and fewer and fewer every year), but in second and third grade we were introduced to Spanish via satellite television. I had Spanish again in Junior high school (once) and for one semester in college, but the Spanish I remember the best are all of the little songs and sayings we learned in 2nd-3rd grade. I can say the pledge of allegiance in Spanish. I can sing stupid songs about food and the months of the year. It is clear to me that the best chance I had of learning Spanish was in my formative years. Could I learn it now? Yes, but with a lot more work.
Thus the presentation has made me feel greatly in favor of “immersion” programs, about which I previously knew nothing.
My gratitude for the splendid presentation, Natacha and Rachel.
Boy, I'm sorry for the length of my above posts. They looked much shorter on word....
ReplyDeleteStudent Motivation
ReplyDeleteWhat stood out to me regarding this presentation was the “beliefs”. To hear that students believe that ability is a “fixed characteristic that can not be changed” is a scary notion. Also, I didn’t realize that self-efficacy plays an important role in a student’s motivation and explanation for failures or success. This information relates to education because as teachers it is our job to help motivate students.
In my opinion it is important to teach our students intrinsic motivation. In other words, motivation comes from within and motivation and success is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. To do this, I think we need to teach our students to attribute their educational results to internal factors that they can control. Furthermore, we need to teach them that they, themselves, can be effective agents in reaching desired goals. Of course, this motivation is best achieved when a student has an interest in mastering a topic, rather than just rote learning to achieve good grades.
This presentation didn’t change my opinion on the subject, but it did remind me that students can easily be dissuade not to work hard because of misconceptions about their ability.
Modified Diplomas
ReplyDeleteDave McKae & Sarah Trefethen
This whole presentation stood out for me since I have never heard of a modified diploma before. It sounds like the modified diploma is a great option in that it allows a student who may not have the ability to earn a regular diploma to obtain a high school diploma. These students may not necessarily move on to go to college but they will have a diploma, which is a requirement for a lot of entry-level jobs. Some of these students have instructional barriers and others have medical conditions, which create a barrier to achievement. Also, since students who are using alcohol or illegal drugs are not eligible, it limits the diploma to those students who have a learning problem not a drug or alcohol problem. This information relates to education because as teaches it is our job to help students graduate. It gives teaches with an additional avenue for students who might not otherwise graduate.
In my opinion, the “modified” diploma is a great option that could benefit special education students who may not otherwise receive a diploma. I don’t like the idea of changing the standards such as requiring only 2 credits of math instead of 3 for a modified diploma and I was wondering if maybe there was a way to offer a modified diploma that had the same requirements as a regular diploma, but had a modified path to get there. This could possibly be achieved through offering additional special classes for these students. Of course, this option would cost more money, which isn’t usually an option in the field of education where money is scarce.
I didn’t have an opinion on this subject previously since I didn’t even know that modified diplomas existed. I thought this was a great presentation that provided me with a lot of information on a subject I knew nothing about.
Kathleen--know what I was thinking..have you ever actually had a job check up on the status of your diploma? It is only under specific scrutiny that it seems to really matter (I am thinking of O'Donnel who was running for political office and how she'd claimed some prestigious schools on her resume, but they said she never graduated...).
ReplyDeleteI apologize, if my post will be repeated, but since it seems to have disappeared, I will post it again here:
ReplyDelete“Just Say Know” (Roman, Erin, Becky).
What first stood out to me in this presentation was that clearly, this group knows more about how to create a presentation using google docs than I do. Secondly, I found the title very amusing. The issue (illicit drug use) relates to education because students are spending a great deal of time at school and it is entirely likely that drug use is occurring during class time—which is not just an issue of legality, but is one of student performance. It seemed that the main focus of the presentation was on drug testing—random or focused, as a means to reduce drug use. Personally, I am not against drug testing, but I agree with the presenters who appear to suggest that it is NOT an effective way to reduce the likelihood that students will do drugs. My opinion was not changed, but I found it an interesting presentation.
“No child left behind” (Miller and Cluen)
Now I know why Becky was calling you names! (heh heh heh). Boy do I feel like an under-achiever now. This was an excellent presentation. I was impressed by the extensive research and use of sources. It clearly is related to education since it is what we assume now defines education for us. What I am interested in, now, is what we decided to base this model on. I mean, when I think of making schools more productive, I think of looking at other countries where they have high levels of performance. Does our system replicate anyone? I was, previously, in opposition to NCLB on the basis that it seems to lower literacy levels. I also keep thinking that it must be a bad idea because I have yet to agree with G. Bush on anything (including the pronunciation of “nuclear”). However, after looking at the presentation I am suddenly struck by the short period of time that this has been in operation. Arguments against NCLB have some valid points—that it labels schools in such a way that can be detrimental to the school in the long run, that it has put a great deal of focus on test-taking strategies as opposed to learning, that it inhibits creativity, etc. However, it suddenly occurred to me that there are few “big, sweeping changes” that are immediately beneficial. Why would we assume that immediately upon implementation, that all of our schools would start to perform better? What would we consider, instead, a reasonable “trial” period for NCLB before we decide to scrap the plan and come up with something new? I would be interested to see how this turns out fifteen, twenty years from now, when students who started school when the plan came into effect are now graduating and are becoming teachers themselves. So, yes, the presentation changed my opinion primarily because it has given me a lot more to consider. Very thought-provoking indeed.
Oh, also (like Becky) I was surprised by the suggestion that after 1-year, language will be no longer considered a barrier for students taking math tests. I find this extremely unfortunate, as students who are super awesome in math but who are still shaky with English will always under-perform. I also find it extremely odd that they should only test math in English, when math concepts are considered universal. Why not test bilingual students in both languages? After all, if they are solving math problems in the “real” world they will always be able to access their own language
Sarah Miller
ReplyDeleteGroup #1: I liked the statistics that they added to the presentation. It blew my mind that 60% of teems said that drugs were sold, used, or kept at their school. That seems crazy to me. I also thought that 20% of 8th graders have tried marijuana was saddening. We are talking about 8th graders! This information relates to education because schools are requiring random drug testing of the students that participate in activities provided by the school, so obviously the schools are involved. Also this relates to education because students are bringing the drugs into the schools, which takes an impact on the safeness of schools. I agree that schools should be performing random drug testing, but I am not sure I agree with kicking them off the teams. The option of requiring counseling or a drug program might be a better option. If they attend these drug programs then they can continue participating on the teams. I agree that just kicking them off the teams will only lead to worse behavior not better behavior. The only thing it changed was my understanding of the prevalence of drugs in schools today. I think that it opened my mind to the idea of drug testing, but I still have the same opinion on the topic.
Group #3: I liked the piece about linking motivation with technology. I think that we live in the age of technology and that most students are already using technology much more then we truly think they are. If we are not incorporating technology into our classrooms our students will suffer later. Motivation relates to education because you need to determine how best to motivate the students in the classroom. As a teacher you will have to determine why your students are motivated, how they are motivated, and what needs more motivation then other things. My opinion on the issue of motivation is that I truly believe in less negative motivators and that I will most likely use as many positive motivators as possible. I feel that students want to do the right thing and that sometimes just telling them that they are doing the right thing helps to motivate them. If you are constantly telling the students what they are doing wrong and not what is right they will shut down and stop trying. The presentation did not change my opinion for me. I still feel very vehemently in positive motivators.
Sarah Miller
ReplyDeleteGroup #4: I did not know that learning to be bi-literacy would help with math skills. I also did not realize that there was more than one option for the TWI programs. I thought they were all 90/10. I think that is an interesting concept of doing a 50/50. This relates to education because there are schools that are teaching bilingualism. Parents will choose to have their students participate in a bilingual school instead of a regular school. This effects education because they are now requiring foreign language to graduate high school and college. It gives students a leg up on this if they are in a bilingual program. I think that more schools should offer bilingualism. Students should not have to wait till high school to start taking a foreign language. They should start teaching it in elementary school. The problem is we are spending all our time on the regular classes that they would have a hard time fitting it in. Maybe an after school program in a foreign language would be helpful. This presentation made me think further into the topic, but it did not change my opinion.
Group #5: I was surprised by the Draa study. I guess I am not sure how school uniforms could actually cause these things to happen. How can wearing a school uniform cause students to come to school more frequently or to be suspended less. I guess I am not sure how that could correlate. School uniforms relate to education because they uniforms would be worn in the school. The school would be requiring the students to wear them, but other then that it would not make a difference academically unless there was a correlation between wearing uniforms and performing better in school. I do not like the idea of school uniforms, although I am on the fence a little. I agree with a ton of the cons, that just because students are wearing uniforms that does not mean that they will not form cliques or gangs. That will still happen so really is there a point. I also agree with the con concerning teaching students that uniformity is the only way to solve a problem. Everyone is not the same. I think the presentation just strengthened my opinion on the topic. I do not think it changed me in the other direction.
Group Modified Diplomas: I had no idea that Modified Diplomas existed. I am confused, can students not just go and receive a GED instead of a Regular Diploma also. Is the modified diploma just for those that would be classified as special education? Since having a modified diploma does not really help the student in the long run then why bother having it? Modified diplomas are the end process to education. Diplomas are what you get at the end of your education. It tells you that you did everything that you needed to do in order to graduate or move on to the next path in life. I think modified diplomas might be good for those who are in special education who may never meet the standards to graduate. This gives them a sense of accomplishment. Although I do not understand it for students who are just having difficulties in school. There are so many programs out there that are free and will assist in the GED process, which most schools and militaries will accept. The GED classes are provided by community colleges in the area and quite a few will provide them free of charge. I had never heard of this topic so I do not think my opinion was changed because I really did not have one. Although it allowed me to make an opinion on something I had no opinion on before.
For some reason I can't sign in using my Google account, so I just signed my name instead.
ReplyDeleteGroup 1: Drugs
The information that stood out to me in this presentation was the statistics. I am a big statistics person because I am a math and sports person, plus they are not long winded like some of the other slides were. My attention span is too short to read much more than a sentence in a PowerPoint. Some bullet points would have been nice too to organize the information better. The information is very relative to education because drugs and alcohol are huge distractions from school. It can effect students in many negative ways and draw focus away from school, which can lead to screwing up a lot of your future plans. My opinion on this issue is that random drug testing should be required for all students, sports or not. I know this is extreme and probably unaffordable, but drugs and alcohol use are against school rules and illegal, so it is not unreasonable. Especially in public schools because the students are not paying (technically) to attend school, so they should be expected to adhere to public law while they are attending. The presentation did not change my opinion on this topic.
Group 2: No Child Left Behind
I really liked this presentation. It was a lot of statistics and information that was presented clearly. One turn off for me was there were a few things misspelled, but it was not very noticeable. The information directly relates with education because it is about practices and standards of teachers around the nation. My opinion of the issue around the nation is that it limits good students from reaching their potential and I think it promotes mediocrity more than anything else. I do think there are a lot of positive aspects to it, but I think the bad outweighs the good because it limits teachers and creates a more stressful environment for students. This presentation definitely changed my opinion on this subject because I did not know all of the details about no child left behind and it was eye opening for me.
Group 3: Student Motivation
My group
Group 4: Language Immersion Programs
This presentation was clearly not done as a group. I know Rachel well, so I know that she did the whole thing. It is clear that this was a last minute panic to put together something to get some credit. Putting in a theme would have been an easy way to cover that up some. None of the information really stood out because it wasn’t done in an appealing way, but I did not know much about language immersion programs before this, so it was informative to me. My opinion of the issue is that students who do not speak English as a first language should half of their time in an English speaking class and half of their time in a class that uses their foreign language until it is clear that they can be in an English speaking class full time. The goal should get them ready to be in English speaking classes full time because if they are living in the United States, they should be speaking English first. I do think it is important for them to continue speaking their foreign language, but part of our goal as teachers is to make our students contributing members to society and they cannot do that if they cannot communicate clearly and interact with English. This presentation did change my opinion about the topic because I can’t say that I had an opinion before seeing this presentation.
Group 5: School Uniforms
The information that stood out to me was the information that was well organized and not just put into paragraphs on a slide. This presentation directly relates to education because it deals with student conflict and regulations. You don’t have to worry about dress code and everyone wearing the same close should ideally reduce conflict between students. I am pretty unbiased about this issue. I see the benefits of it and the negatives of it and I can’t say that one outweighs the other. As a student, I would prefer no uniforms, but as a teacher I have no opinion. This presentation did not change my opinion about it.
Oops. I forgot one.
ReplyDeleteGroup 6: Modified Diplomas
My first impression is that there should be a theme to it to present it in a more appealing way. I think that all of the information stood out. It was organized well and was interesting and new to me. The information relates to education because it is about getting students diplomas that had hardships that kept them from getting one, but deserve one. I think that modified diplomas are a good thing. I think they should be available to students who are special ed and have special circumstances. I have a friend with a medical condition that was discovered in the middle of his junior year in high school. He was doing very well in school, but this condition has kept him out for the last two years. He has to wait until he is physically able to return to school (which is hopefully soon) and come back and finish his last year of high school at 20+ years old if he desires. He is definitely prepared for college, but will have to settle for his GED or a modified diploma unless he wants to go back. I would say that this presentation has changed my mind because I am just finding out about it now.
Group 1
ReplyDeleteWhat stood out to me most was the piece about drug testing to prevent student athletes. It is such a great point that pulling students who are drug using off of a team will only allow for more time to get into trouble. Drug use is not a topic I have thought a lot about with regards to going into teaching, only because I will be working with young children but when presented with the idea, I realize how absurd it is to give high school aged kids more free time and less positive constructive time. If the kids can have some topic or hobby or teacher to care about they will be further invested in their own education. I am very undecided on whether random drug testing is productive or harmful, this is a new topic to me. But I think a big piece of it is the intent and follow through. So you randomly drug test a bunch of kids, what will be their consequence and do the students see that consequence followed through with every user?
Group 2
When reading about NCLB I feel like it is a pessimistic topic for teachers. Clearly it has its flaws but then you get to the results (effects on student assessment, slide 13) and you think, “wow, this is really doing something for our students!” Until you read the asterisk below. When the common population is only looking at those numbers and changes, it is clear to see why NCLB has seen support. But as the power point suggests, many students are getting pushed out of class as needing outside help because maybe they will not pass the standardized test. I also feel like NCLB can leave a school feeling panicked, expecting teachers to get all their students to meet that the teachers loose support because of the pressure from the top. I think that as the last slide says, student progress continuation and performance on tasks beyond multiple choice are great directions to lead the education system.
Group 3
The part about learned helplessness was intriguing to me. I worked with a student who needed a teacher to walk her through every step of every assignment and I couldn’t figure out why until her mother came in to volunteer one day in the classroom. The girl couldn’t do one step without her mother butting in or correcting her. We have to remember that for many students, their motivation styles are a consequence of their environment and taking the time to understand where they are at and how to encourage them individually is huge. I love the ending about being open to new learning, the example for our students. This is important to model as I go into teaching.
It told me I wrote too much, possibly a first! Here is the rest:
ReplyDeleteGroup 5
School uniforms are something I hadn’t thought about. The cost piece was my first thought as a problem. But while reading the power point I strated to feel like they could be helpful in getting students on a level playing field and helping students to feel included. With funding problems, parents could submit applications for scholarships just as they submit application for free or reduced lunch. And if an entire district were to instate the uniforms, as the power point suggested, many stores would bring them in and prices would drop significantly. Also, after time, many of the uniform pieces would be available in second hand stores and still adequate. Many students are concerned with the fact that their family cant afford the name brand and with a uniform policy some of this would go out the window. I start to wonder though, what would be the consequences for being out of uniform and how do you hold young students accountable for being out of uniform? Can you blame them that their parents didn’t buy the appropriate piece?
Group 6
This whole topic engaged me as I am new to the idea. I like Dave’s point of a goal for those who will probably not be able to achieve a diploma but on the other hand, what good will a “modified diploma” do them if they should be steered away from it if they want to go onto college or military after high school? I guess going into anything after high school, who would accept a modified diploma as a prerequisite on a resume? I know that I struggle with acquiring things that wont help me to get somewhere else, and I know that some people do not see it this way. And maybe this is just the motivation that some students will need, to have an achievable goal to encourage further steps rather than giving up on high school all together.
Group 1 – Drugs in Schools
ReplyDeleteThe study on European schools’ policies on drug testing was very interesting to me. I found it odd that over half (ten in eighteen) of the schools did not test for drugs at all. I’m not saying that the school that I went to ever did, but there was a policy that said that it could happen. It seems to me that the requirement then for parent and student permission could make the test moot unless there were clearly defined consequences for not taking the test. (i.e. if a student knows that they would fail a drug test, why on earth would they consent to taking one?)
The information is a short summation to the continuing debate in the US about drug testing. I didn’t know that there was judicial precedence that allowed for testing of any voluntary activity. (I knew a few kids in the jazz band in high school that would have failed by walking into a testing facility alone)
My opinion is that drug testing should be legal for any student in a voluntary activity, that there should be clear consequences for use of illegal substances, and that students should be well aware of all of them prior to engaging in a voluntary school activity. I further believe that students should only be tested if randomly selected or if an accident or injury occurs (much the same as an industrial shop, or CDL license rules).
The presentation only further defines my opinion on the topic by including voluntary activities other than sports.
Group 2 – No Child Left Behind
I didn’t know of the specific sanctions that were involved with lagging behind in AYP. Allowing students to move to a different school in a district? What about the students that are in districts with only one elementary, middle and high school? Do they move to another district altogether? Who pays for the transportation costs? Anyway…
No Child Left Behind was the most well meaning, throw-away program in education in the last fifty years. It provides for a lot of great ideas (that every child should succeed) but only punishes schools for not achieving and does little to help those schools that don’t meet AYP. It relates to education, because it has changed the meaning of education in the US over the last decade.
If you couldn’t already tell, I’m anti-NCLB. I like the spirit of the act, just not the act itself. I think that it could have been more meaningful if the act would have identified those schools that had students lagging and did everything possible to help them reach success instead of saying, “you haven’t figured it out yet, you are more of a failure this year then you were last year, here is some more punishment.”
The presentation didn’t really change my opinion of NCLB but it did get me a little fired up!
Group 3 – Student Motivation
ReplyDeleteThe quote from Woolfolk in this one stood out to me. The idea that ability cannot be learned is something that I did reading on for another class. It’s not really something that I had ever thought about before, but I can understand how a student would feel that way. “Johnnie is really smart, too bad I can never be like him.” Well kid, you can.
As teachers, we’re always looking for new ways to motivate students to learn. Understanding different ways of doing this is therefore very important to us. If we don’t know how to motivate students in different ways it will never happen.
I think that it’s important to try to motivate students to learn. There are times when you need external motivators, but the idea is to teach children to be intrinsically motivated.
No real change of opinion here.
Group 4 – Language Immersion Programs
I found it interesting that students in two-way immersion programs performed well in tests in their native language as well as the second language. I’d really like to see some more of the data on the 90/10 vs. the 50/50 mixes. I think a side-by-side comparison of the two on different aspects of performance and student opinions would be interesting.
This information is exceptionally useful for ESOL teachers or for any parent with the option for placing their child into an immersion classroom. In today’s global economy, being bilingual is no longer a luxury, it’s becoming an necessity.
I’m not sure how I feel about language immersion programs. I think that there are benefits, but I’m not sure how instruction would go for mathematics or science. There would be different vocabulary words for the same physical item in the lab. (I suppose that’s the case for all of the other classes) It seems that instruction would be difficult until students had become proficient in both languages.
I think that the presentation hasn’t changed my opinion so much as it has helped me to be more educated when forming that opinion.
Group 6 – Modified Diplomas
I didn’t know that the military didn’t accept modified diplomas. It was also interesting to me that students who have earned modified diplomas are not immediately eligible for federal financial aid to be used for higher education.
This information deals with requirements for completion of high school in the state of Oregon. It alters expectations in the classroom for those students on different diploma tracks. It seems that it may create some headache for teachers as far as who is doing what, but knowing how it works at the school in which I teach, on a small scale it’s not all that bad.
This is another one of those things where I really like the spirit. Give a kid the opportunity to earn something to show for twelve years of school. It is however not the same and doesn’t carry with it the same privilege. I know some kids that would do great as part of an Army mortar battery, but wouldn’t be able to get in because they are on a modified diploma track. I like it, but I don’t.
Presentation was informative, but not something that I think was set out to sway an opinion.
Group 1: Just Say Know
ReplyDeleteThe information about urine analysis was interesting to me. A UA’s results are really just a snapshot in time. A student who passes a UA will likely feel as if they’ve proved something, when really they have just proved that they haven’t done a particular drug within that drugs shelf life in the body. For example, methamphetamine only stays in the body 3-5 days (depending on the study and the person). A mother I am working with in Child Welfare had a baby test positive at birth because she had smoked meth three days prior, but her UA was clean so they allowed her to breastfeed. Marijuana stays in the system a bit longer, because of the way the body metabolizes it, but still… Passing a drug screen only tells you what that student has done within a short time frame. It also stood out to be that you have to be involved in some sort of activity to be tested, when studies show that students involved in after-school activities and sports are less likely to use drug and alcohol. This is related to education because regular drug/alcohol use is typically an indicator that student’s will have poor attendance and limited academic success. My opinion is that drug tests are only helpful if you suspect a student is currently under the influence and, as the presentation points out, does nothing in the way of prevention. My opinion wasn’t changed, but I certainly saw a few stats that I hadn’t seen before and it was nicely put together.
~ Elli Kataura
Group 2: No Child Left Behind
ReplyDeleteI was not aware that NCLB required that each year the 5th graders do better on state testing than the previous year’s 5th graders. This is shocking and ridiculous. I believe in a pursuit of excellence, but I believe this would create a fear in 5th grade teachers that if they taught too well, that another group of students with a different back ground might now be able to reach that level, thus creating the fear of God in them and little motivation to excel. I was also shocked that schools are required to provide contact information for military recruitment purposes. My Papa served in World War 2 and I believe in the men and women who serve our country, but this seems like a violation of privacy to me. The third thing that I had missed in my study of NCLB was that students were given the option to transfer to a better school. Great, then scores are guaranteed to go down every year. Sheesh!
This relates to education in that it shapes and directs the feeling behind teaching. In my group with Jeremy, we talked about motivation. This kind of motivation for teachers creates feelings of resentment and frustration that are sure to come through in the method of teaching.
I don’t know that my opinion has changed; I haven’t been a fan of NCLB for quite some time. However, as I stated, I did learn a lot. I think it is an injustice to students and teachers alike.
~ Elli Kataura
* For Presentation Group #3, I think that some people may be having difficulty viewing the video because it can't be viewed in editing mode. Just make sure that you click on the "Start Presentation" button on the upper right hand side.
ReplyDelete~ Elli Kataura
Group 4: Language Immersion Programs
ReplyDeleteThis was a fun topic for me to read some stats about because my daughter has been in a TWI for Spanish and English since she was in Kindergarten. She is now in 4th grade (almost 5th!) and can speak conversationally in Spanish with her step-family (my husband’s family). I’m not sure that anything stood out for me, because I have read about this in depth. It’s an interesting spin to relate it to education. As the slides point out, it improves performance in math and science, as well as improves bicultural attitudes. I am clearly for TWI programs and this didn’t change my opinion on the topic. One difficulty that should be noted is that it takes a large commitment on the parents’ part. If you move outside the school boundary for a language immersion program, you must complete district transfer paperwork. It also, often, requires parents transporting students to the school if they are outside the boundary. In West Salem, for example, I have to take my daughter to school or get child care within the boundary or do a before school program on site, because we don’t live in the Harritt Elementary boundary. Additionally, if my daughter wants to continue the immersion program, we only have one choice for her middle school. The new school being built in Salem is not an option for her and again we will have to fill out paperwork and find transportation solutions.
~ Elli Kataura
Group 5: School Uniforms
ReplyDeleteI found it striking that research says the there isn’t any empirical data that shows school uniforms improve academic achievement, but there is data that shows it improves attendance and decreases suspensions. I am sure that we could link better attendance with better academic achievement, making the connection that school uniforms improve academics! (This is also how I am describing the information relating to education).
I hadn’t given much thought to school uniforms, but after reviewing the presentation, I believe it’s a good idea. So I suppose it did change my mind! I would love to see my daughter wear something uniform. I’m tired of watching the elementary students compare Uggs and check to see who has the latest in Banana Republic. Mia could just as easily express herself with hair style and nail polish, without holy jeans and mini-skirts. I rue the day…
~ Elli Kataura
Group 6: Modified Diplomas
ReplyDeleteI was introduced to this concept at an IEP meeting earlier this year. I was astounded to learn that the decision must be made fairly early in a student’s high school years and cannot be selected past a certain point (sophomore year maybe? I can’t remember). You could choose to get a regular diploma if you find that you are able to attain one later in your high school career, but you cannot later decide that you need a modified diploma. Based on how early this decision is made, it’s like we are telling students they only have to try so hard and only if they want to, try harder. I heard the guidance counselor tell the student (whose IEP I sat in on), that she could still get into the branch of the military she was interested in, so they might as well go ahead with the modified diploma track.
I was surprised that financial aid was linked to a full diploma. In some ways I am supportive of this, but for those students for whom the modified diploma was designed, this seems unfair.
I am torn on the subject and the presentation didn’t change my being torn.
~ Elli Kataura
Group1:
ReplyDeleteI was surprised that over 20% of eighth grade students had tried marijuana; I work in a middle school and think about the students that I know and it makes me wonder who, in my school, is using or experimenting with drugs. The information relates to education in that drug use can really affect the learning processes, and school can do their part in reducing the use, and not necessarily by doing drug tests. I agree that drug tests are not a positive way to reduce the use of drugs in the school setting; encouraging relationships and providing positive alternatives seem to be the better route. I don’t know that the presentation changed my opinion so much as really made me more aware of the prevalence of drugs in our school systems.
Group2:
Honestly what stood out the most is the no recess policy! The other facts and figures are interesting and super informative, but the idea of keeping kids off the playground is ridiculous to me; even as an adult I need study breaks and time to relax when I’m working. Depriving students of recess doesn’t seem to me like they would learn any better! This information relates to education as it is the policy that shapes much of what happens within a school. The school I work at right now is facing corrective action this upcoming year as they have not met AYP; I feel as though standards for schools are a great idea, but the idea that ALL students will pass at the same rate is completely unrealistic. I work in a classroom that serves special needs students; many of these students at the middle school age are developmentally much closer to a pre-kindergarten to 2nd grade level. Expecting such students to pass is rather ludicrous; the policy makers need to take into account the diversity of the student population. I don’t know that the presentation changed my opinion so much as better informed me of more of the details of NCLB.
Group3:
The idea of linking technology and motivation in the classroom was surprising at first, but the more I thought about it, it makes sense. In a classroom I worked in you could earn time on the computer; in the classroom I am in now we will have a Wii party at the end of the year. Technology is fun and students recognize that. Motivation is a huge element in education; students must be motivated to learn, and there are different ways to do that, as shown. I hope in my classroom I am able to encourage intrinsic motivation and really teach them how to reach a sense of pride; in my opinion these are lifelong skills of self-motivation that we ought to attempt to teach. I recognize the time and place however for extrinsic motivators. This presentation did not change my opinion, however it showed me different types of extrinsic motivators and how we can link the technology to motivation.
Group4:
ReplyDeleteI enjoyed seeing the different models used for the two-way immersion programs; I was unsure as to how they worked. Bi-lingual classrooms are not all that uncommon these days, and this clearly relates to education as classrooms are formed. I think bi-lingual programs are great options and put students a step ahead of their peers in their ability level. It is much more difficult to learn a second language later on in life. This presentation enabled me to clearly see the benefits of the TWI models; I am curious though what the “cons” to the TWI models are.
Group6:
My biggest question is how will they determine whether the students who are considered ineligible are using illegal drugs or alcohol? Many students, particularly in the SpEd world that I am a part of, need this option. There is also an extended option, and an alternative certificate for those students unable meet requirements for the regular or modified. I think it is a great option for students unable to meet the requirements; while it does make everyone a “winner” it does not make them all equal winners, in that their options are somewhat limited. My opinion is not changed, however I was interested to learn how regular population uses and sees this diploma option as I have only ever heard or discussed it in SpEd IEP meetings.
Group #2: No Child Left Behind
ReplyDeleteby Kathleen and Sarah
I was impressed with the detail Kathleen and Sarah included. I knew NCLB was a massive piece of legislation, I just didn't think anyone would be able to summarize it so succinctly. Hats off to them. What stood out to me was the action needed to be taken on schools that miss out on AYP each successive year. This information was new to me. The relation to education is incredible as this is one of the most monumental legislative acts in history; it affects every school in every city in each state. It's reach is massive. Although my gut tells me that national standardized testing is not what we should be striving for, I am willing to say that since I am not familiar with the act and it's consequences in it's entirety, I am on the fence. Although leaning towards the opinion that NCLB has good intentions, but it is misguided. The presentation did not change my opinion of the topic although I feel a little bit more informed. Thorough presentation.
Group #3: Student Motivation
by Elli and Jeremy
Elli and Jeremy crafted a great presentation on the motivation of students. They cover the different types, approaches, goals, etc. This is related to education because if we cannot motivate students to learn, to ask questions, to thirst for knowledge then all of our time and effort is wasted. What stood out for me was the inclusion of Belief under the question of What Motivates Students Needs and Goals are always included in my thinking of how to motivate students, but before their presentation I hadn't considered Beliefs. They broke it down into three sections: Belief about Ability, Belief about Attribution, and Belief about Self-Worth. These were wonderful to read about and helped to change my opinion about how to best motivate my students. I will now consider their beliefs in my daily interactions
-Roman Shapla
Group #4: Language Immersion Programs
ReplyDeleteby Natacha and Rachel
Rachel and Natacha make a strong argument in support of bi-literacy education. The explain the social and educational benefits of language immersion programs. This is related to education as more and more schools (in my area at least) are beginning to introduce a secondary language at earlier ages. What stood out for me was the statement that student of Two Way Immersion programs tend to have a healthy self-image and greater self-esteem compared to other students. I had always heard of the mental advantages of TWI programs (higher test scores, etc.) but to learn that students have a better degree of positive self-perception really sealed the deal for me. I have always been in favor of teaching foreign languages at an early age so my perception hasn't much changed other than to say I am in favor of it now more than ever!
Group #5: School Uniforms
by Aaron and Beth
In one of the more trickier issues to tackle, Aaron and Beth did a fine job at laying out the pro's and con's of school uniforms and allowing the reader to make up their own mind. This relates to education because one of the biggest distractions is the role clothing plays in the social sphere of the school. A student's income, social status, personality, and so forth can be judged simply by what they chose to wear that day. I am unsure about where I stand on the issue. On one hand, I have fiends who wore school uniforms and their opinions are divided: the middle-class hated the uniforms because they stifled individuality, but the folks from low-income families liked not having to worry about being unable to afford name brand clothes. After reading the presentation I feel I am in favor of school uniforms, because even if they don't improve academic performance, they do improve attendance, graduation rates, and conduct. All worth it I'd say.
Group #6: Modified Diplomas
by Dave and Sarah
I, too, was awed and amazed by Dave and Sarah's presentation on Modified Diplomas, also known as Alternative or Extended Diplomas. These allow students who have not met the standard amount of work or hours to still receive a high school diploma. This relates to school because it is an alternative option for students struggling on the normal track. Since I never even knew such a thing as a Modified Diploma existed, I had no opinion either way. However after reading everything including Sarah and Dave's argument toward the end, I am struggling to see the need for such a thing. If a student is in Special Ed that is one thing, but beyond this I still don't understand the reasoning behind it. I'm not the sharpest knife in the kitchen and as many of you already know I never picked up a book during my 12 years of public schooling (true). I did the bare minimum and daydreamed 90% of the time, yet I managed to graduate High School with a diploma. I think instead of offering these the energy and resources should be channeled to focus on the few kids who look like they might not make it and help encourage them to meet the bare minimum.
-Roman Shapla
I thought my group project to create a group presentation using Google documents went really well. When I first read the assignment, I was unsure how the project would go and I was pleasantly surprised when it ran smoothly. It ran much like a project at work where we communicated a lot through e-mail and worked together on a shared document without necessarily talking about the project on a regular basis. I felt very lucky that I was partnered with someone that I’ve done a group project with before. We were paired together in a literacy course where we had to review some student’s work.
ReplyDeleteI have to admit that my group member and I didn’t verbally communicate, but communicated through e-mail. I wanted to get a fast start on the project so on the first day I picked a topic and created an outline and sent it to my partner for review. She accepted my proposal and we basically split the work. Sarah created half the slides and I created the other half. Once we created the assigned slides, we then checked over each other’s work and made comments and suggestions. We started the project right away and worked quickly. I thought we worked really well together and the project went smoothly because we started so earlier and allowed plenty of time to get the assignment completed.
I thought this project could easily be related to group work projects that could be assigned in the classroom. Google documents make it easy for students and teachers to have easy access to a group project and to work together to create a presentation outside of the classroom. In a classroom setting I could see this project working even smoother since classroom students would probably be able to pick their partners and would know the person they were working with prior to the start of the project. This project would be more appealing if the students got to pick their partners, but in an on-line setting, it’s much easier if the students are assigned partners.
In my last on-line class we did a similar group project, but we needed to form groups on our own. It took a lot of time to pick the groups and to start up the project. I thought this project went smoother since we were assigned a partner from the beginning and didn’t need to waste time creating groups, which is difficult to do for a class on-line.
I could see myself using this type of lesson in the classroom. I would love to use this type of assignment with my students where they work on a project in class and then complete it on-line after school with a partner. If the students were grouped properly together, I think the project could be very successful. Kids are use to communicating via technology, so I think it would be easy for students to work with a partner on a shared document on line. Also, I love that when utilizing Google documents, the professor can view the document so that she can have access to the students’ documents so that she can monitor their progress.
For a short, quick project I can’t think of anything that would have enabled my partner and I to work more effectively. Because we decided on a topic, outlined what sub-topics we would cover, and divided up the work all on the first day, I thought we were well prepared to move forward with the assignment. I was lucky because I was paired with someone who could communicate well through e-mail and worked effectively and efficiently. We were both familiar with Google documents and we were able to create a nice presentation in a short amount of time.
To increase my technology effectiveness I will try to learn more about creating a website and try to enhance my website that we created for this class. Hopefully I will be able to utilize this website when I start teaching. I will also try to enhance my technology effectiveness by learning more ways to enhance my presentations for my students using PowerPoint slides and other visual aids. I feel that these goals will help me for the remainder of my class time at Willamette University and in the future when I am teaching in my own classroom.
Reflection Prompt Questions:
ReplyDelete1. Explain what information from one group #1 that stood out too you in their presentation.
I liked the title very much, instead of "Say no" say know", good one!
The fact that teens that drink are FIFTY times more likely to try cocaine is eye opening! (sad and worrying)
2. How does the information relate to education?
I think that this statement is key for any educator teaching any subject:
"Studies have shown that it is involvement, positive relationships, and positive school environments that reduce drug use; not the fear of random drug testing".
Fear is never the way to create awareness. If we work creating a safe environment where kids are able to explore and express their feelings, as well as learn vocabulary for them, and how to deal with them we teachers will be making a huge contribution in lowering their need to evade reality by using drugs.
3. What is your opinion on the issue being presented?
I think that the group chose a great statement which puts responsibility back in educators hands rather than using a punitive way of solving the issue. The issue is What can we do to reduce drug use in teens?
I like the inclusion of the important of improving relationships, and modifying school environments, and to promote student participation.
4. Did the presentation change your opinion on the topic being discussed?
The presentation did not necessarily change my view on the topic, but rather taught me facts that I did not know. thanks guys! good work!!!
on a side note:
I am a fervent believer in organizing art-integration activities in school as well that after-school, and in my experience kids that had been at huge risk of getting expelled from school due to drug use and due to being outcasts, and resorting to violence to solve the smallest problems, ended up becoming film-makers, poets, actors, photographers through their participation in such programs! check out www.urbanarts.org I used to work there!