What do I value as a teacher?.

I value learning.  I value my students as people with opinions and experiences that are different than my own.  I value what I can learn from them as much, if not more, than what they can learn from me. (Poster on the back wall, "I won't give up on you" other posters in my classroom - "You can do it!", "Effective effort leads to achievement")






What do I believe as a teacher?
I believe every student is capable of success.  I believe it is my responsibility to help each student define success in their own terms while aligning those goals with the goals and standards set forth by the school and state to enable those students to be successful in future. (Picture: Students dressed up in relation to research done about career aspirations - here: Astronaut and clothing designer)



What assumptions do I make?
(you know what they say about when you assume something?  It makes an ass out u and me... I admit that the assumptions I make have done this, yet I make them anyway)  I assume if a student is in my classroom, they are there to learn.  If they are there for some other reason, I will find it out very quickly.  I assume my colleagues are in this "business" because they feel the same calling I do, that educating the next generation is an important endeavor.  I assume the administration I work with want the school and programs to be successful and want them to aid in the growth of our students. (Pictured here - (left) a colleague who worked with me promoting the annual Powder Puff game and fundraiser for the Senior class, (right) Assistant Principal with the ASB President working Saturday morning of Homecoming decorating the football field)


I have always found this analysis quite poignant as it pertains to my values, beliefs and assumptions as a teacher

The Creation of an E-learning Storyboard

Part 3 - Simulations and Games to Enhance Learning

Clark and Mayer assert that the use of games and simulations in e-learning activities absolutely increase enjoyment of the activity, that being said it is crucial that the design of the game promotes learning.  In other words, a user will not benefit from a game that is fun that merely relates to the subject matter at hand, however enhanced learning will result from the user who enjoys a game that has been designed in the pursuit of the objective.  As it applies to the "Using Maps" storyboard, a game akin to "Where in the World Is Carmen Sandiego?" would be an appropriate, and fun way to engage students in the practices.  This YouTube video  shows a demo of the original version of this game.

This game, or a game like it could easily be incorporated into "Using Maps" with, instead of giving the city or location, giving the coordinates, or it could also be incorporated into the ideas about how knowing and understanding latitude helps identify the characteristics of a location.  An "action-adventure" or "role playing game like this would help ensure learning because a lack of understanding of the concept ceases the progress of the game.  If the player does not go to the correct city, or does not identify the correct environment, he or she loses the "culprit" and the game is over.  A game like this also provides the opportunity for explanatory feedback.

Example: Lizard Lips Louis stole a painting from the Louvre, rumor has it he found the nearest country with an environment he could thrive in.  Where might he have gone?  Cassablanca, Morocco (33°35’ N, 7°36’ W), Winnepeg, Canada (49°53’ N, 97°8’ W), or Punta Arenas, Chile  (53°10’ S, 70°56’ W).

In this example, if the user does not answer the question correctly, there will be the opportunity to explain about where lizards are able to live.  Additionally, this example would promote a degree of self-explanation.  The user would have to ask himself "where would a lizard go and why?" it would also force the student to ask "where is the Louvre?  What is close to it?"

Obviously, the demo of "Where in the World is Carmen Sandiego posted above is "primitive" in terms of graphic capabilities and would need to be updated to attract a gamer in the modern world, but embracing the general method would enhance the users learning opportunity.

Using Map - Storyboard

The Creation of an E-learning Storyboard

Part 2 - Evaluating applied research-based guidelines to use to the e-Learning storyboard and how they enhance learning

Learner Control - the "Using Maps" e-learning activity is semi-learner controlled.  There is an obvious (numbered) order to the lesson and navigation of the pages was created in order to allow the user SOME control over the lesson, however because the user is fairly novice (the audience being 4th graders) the limited control in the design ensures that the students will learn the proper processes in the correct order to be able to use the information correctly without the additional stress and extra cognitive efforts of making the decisions about what to do next.  The degree of learner control DOES allow and encourage the user to go at a pace that is comfortable to him or her ensuring comprehension of the material.

Adherence to the coherence principle - avoiding unnecessary graphics, stories, background music, or overly detailed text.  I made a distinct effort to keep the look of the storyboard and the activity as "clean" as possible.  The only, text, graphics, and sound (maybe with the exception of the "ding" or "whoops" with the feedback) directly relate to the learning objective.

Practices - The practices employed in the "Using Maps" e-Learning activity adhere to some key principles Clark and Mayer discuss.  The practices "mirror the job," and though the pedagogy behind this principle is written for the work place, it is applied to the "classroom" tasks the student would be asked of.  Different types of practices are employed throughout including some recall, but mostly the application of acquired knowledge as well as faded examples (principle 6 - gradual transition from example to practice)

Feedback - The use of explanatory feedback is woven throughout all of the practices.  It is important for the learner recognize that they understand, or don't understand, content but WHY.  I defied Clark and Mayer in the structure of my feedback.  While they claim that the "good jobs" and ego stroking involved depresses learning.  My experience is that a learner who feels appreciated for their efforts is more willing to go the extra mile, so the ego-based feedback provided in the "Using Maps" storyboard is paired with an explanatory element so the user will know WHY he or she got the question right (just in case it was a lucky guess) or WHY he or she got the question incorrect.

Using Maps - Storyboard

The Creation of an E-learning Storyboard

Part 1 - the e-learning principles included and how they promote critical thinking skills.

Segmenting - Segmenting content promotes comprehension of material by avoiding overwhelming the user with information.  In my lesson, the objective is broken down into the use of latitude, the use of longitude, and how knowing that information will help the user.  By ensuring comprehension of each of these elements separately the user then will be able to apply the information whenever looking at, evaluating, or trying to use a map.

Contiguity Principle - Integration of graphics and text - As Clark and Mayer pointed out, users spend more time looking at graphics than they do reading text.  Therefore is it important for those graphics to be meaningful and have a connection with the text.  In the Using Maps storyboard the vocabulary used is always connected with an image that demonstrates the definition of the term to address this need on behalf of the user

Effective Practices - Through the use of practices and faded examples used in the Using Maps storyboard users are required to use critical thinking skills in order to apply the information they were just taught.  These practices were specifically designed to go beyond basic recall of information.

Summary - though the learning principles used in this storyboard were not limited to segmenting, learner control, contiguity, and practices, these principles really require the user to implement the skills he or she has learned taking the learning into the high levels of learning.

Using Maps - Storyboard

The journey has taken us around the world! 
The Peace Pals organization promotes communications between students and teachers from different places, different cultures, ideas, and creeds.

Here is the presentation team B created after researching a couple different global learning service opportunities.
http://www.slideshare.net/ejadamek/global-learning-service

The Pursuit of Technology

As the journey continues it will take us into a world in which technology is everywhere at once.  It is on us to keep up!   This is a survey that asks teachers... what do you need in order to keep up!

http://www.surveymonkey.com/s/56H2HSV

What's my job?

What's my job? When leadership is effectively distributed on a school campus teacher's jobs are defined a bit clearer.  Another way to clearly define teacher's job is with delegation of responsibilities.  Both of these methods are effective in establishing expectations for teachers, but which is more effective at establishing excellence in a school?

At my school site, it seem like more of a delegation than distribution

Principal-->Vice Principal-->Department Chair/Director-->PLCs-->Individual Teacher

Individual teachers have some autonomy within the classroom but beyond that, we seem to be given jobs to do - not problems to solve.  Maybe it is because our campus is problem free (tongue firmly planted in cheek).  Most leadership teachers have is self imposed because the teacher sees an issue and addresses it - not because it has been distributed to them.

Just an observation.

"She's a Brick House...."

Sometimes I feel like the power structure at my school, and the district on the whole is a Brick House, mighty mighty just lettin' it all hang out.  The power structure of our school and district  seems immovable and unapologetic to me.  This may be a jaded perspective because I am laid off year to year and it causes "this old [wo]man wish for younger days."

The people who have been in adminstration and on the school board making major decisions have been in those positions for years while those of us in the trenches get moved around like pawns on a Chess board waiting to be sacrificed for our queen to stay on the board.

In my experience in this district, level the best way of utilizing this knowledge is to be as visible as humanly possible.  Invite the adminstrators into your classroom, participate in staff meetings, voice your opinion.  The key for me has been to make myself invaluable.  I know I would not have the job I have now had I not forged that type of relationship with my former principal.  I know he went to bat for me at the end of the year - he knew he wasn't going to be able to find a place for me at his school, but as soon as he saw a job opening - even if it wasn't exactly what I was used to doing - he made sure my name was out there. 

It's more than the feeling when a leader in our school community - a principal, a department chair, or even "just" a teacher who you respect recognizes your skills.  I use the phrase "more than a feeling" not only because it links to a GREAT song, but because I believe it really is.  I believe it helps build a stronger and more productive community.  When leadership recognizes individual strengths it creates a community of recognition and respect.  It also provides a resource for people who find themselves lacking in certain qualities.  For example, Rath's Strength Finder 2.0 identifies "Command" as one of the strengths - the ability to take charge with no discomfort.  I'm not going to lie here... if he had made a BOTTOM five list, this would absolutely be on it for me.  In a community with strength based leadership, I am going to feel comfortable knowing that I can go to someone who has been recognized as having this talent for help in this area and similarly, they may seek out my strength in harmony.  Together, we could achieve great things because our strengths are recognized as positives!

It's about the journey, isn't it?

So I titled my blog "It's About The Journey..." because that very much sums up my teaching career as well as what I am hoping to learn and become in this class and in the Masters program.  I have taught in four different schools over the course of seven years, five different principals, seven different classes, and four different grades (all of the levels of achievement from remedial to AP) and now I am a catch-all academic support for a teen pregnant and parenting program in the district. 

All of that being said it has been an incredible journey so far and I have no idea where I am going!  That is kind of how I feel about this Masters program too.  I knew the next challenge I wanted to face on my journey was one that would re-focus on my education.  I always tell me students to be life-long learners and I felt that I had gotten away from doing that myself. 

With all of the experiences I have had I want to look into how I can be better at what I do.  What am I hoping to learn?  I am not entirely sure, I guess. I am hoping to learn to be better at what I do and figure out how to inspire other to do so as well.

It's about the journey, isn't it?