Tuesday, June 3, 2014

Blog post #9: What can we learn about teaching and learning from these teachers?


What can we learn about teaching and learning from these teachers?

Brian Crosby:  “That type of education is the birthright of every child.”  My sentiments exactly Mr. Crosby.  This man has taken “at risk” children who, for the majority, couldn’t provide the most basic personal information and turned them (over a period of 2 school years) into creative, imaginative, information-seeking members of society.  His approach is refreshing and inspirational, incorporating technology such as blogs, wiki pages, and flickr accounts and pairing them with real-time science experiments that affect not only the classroom, but a community as well.  In addition to the students participating in an experiment of sending a balloon into the upper atmosphere, they also had a creative writing assignment that explained the point of view of the balloon through its journey.  This is Common Core at its absolute best, although I would rather consider it effective teaching.  Not only was the community involved, but college professors and graduate students came to the school to assist with the engineering and technological aspects of the experiment.  If you have a great university at finger’s length, as educators, we can only hope to incorporate their expertise and excitement over different subject matter.  He ended the lecture talking about covering “the basics”;  they should be covert, hidden under interesting concepts that engage the students to learn (similar to Pausch’s “head fake”).  I like that idea...sneak the information in while the kids are having fun!  



balloon liftoff

Paul Andersen:  I enjoyed both Mr. Crosby and Mr. Andersen’s videos because I will be a science teacher as well!  Anything that will enable me to teach more effectively and entertain the students at the same time is golden.  Mr. Andersen talked about a “Blended Learning Cycle”  in which a variety of techniques are employed, such as using podcasts for supplemental lectures, online quizzes, and digital interaction.  It seems that he has a great plan and is willing to improve as he progresses in his teaching career! He has an acronym:  QUIVERS

                   QUestion:  have an activity that inspires questions
                        Investigate/Inquire:  research the answers
                          Video:  podcasts free for review
                             Elaboration:  reading, diagrams, instruction
                                 Review:  check understanding
                                     Summary:  quiz that tests knowledge



Paul Andersen teaching


Mark Church:  This is a social studies teacher, setting up a PBL lesson that involves early human beginnings.  The fact that the students are not only creating an idea based on a question, but using art (in this instance, a banner) to express that idea, is great for creativity.  As the lesson progresses, Mr. Church plans on asking the same question and discussing why or why not the answers on the banners have changed.  I especially like the idea of revisiting previous ideas or assumptions and addressing how they have or have not changed.  



Mark Church


Sam Pane:  Responsibility on the internet.  A very important topic in this day and age.  Students need to be familiar not only with copyright laws and licensing, but also conducting basic etiquette when online.  He began a conversation with the students discussing what irresponsibility online is and what it means, and then had them digitally construct a superhero to save the day.  The project dealt with the online community and responsibility, but also had an English literacy component that focused on telling a story about an imagined situation.  The students were very involved because the teacher made the project about them.  



Sam Pane

Dean Shareski:  This is a highlight on a school in Canada that is incorporating a History/English/Technology class throughout a majority of the school day instead of separating the subjects into block format.  The team focuses on Project Based Learning and all teachers pitch in with support and guidance for the students.  I love that the restructured day actually gives time to have a conversation with the various students and how they can even improve a “finished” product to something they can be really proud of.  The students have a sense of ownership and enjoy learning throughout the process.  





Roosevelt Elementary PBL Program:  This is basically presented in a public service announcement fashion (or advertising for the school) and is not a bad way to “sell” a school!  The hit on all the great things about PBL learning:  student choice, co-operative group work, real world problem solving skills, use of technology, teacher collaboration, community involvement, and public speaking.  Sound like a great school to be a part of!  



Roosevelt students  

The great thing about these teachers and their philosophies is that we can learn an awful lot about teaching AND learning from them!  It all comes down to personal preference in what you as a teacher want to accomplish.  I would suggest an amalgamation of the above techniques...different practices for different effects.  It is always important to remember the common thread of all these teaching techniques:  student interaction, ownership of knowledge, and collaboration on the part of teachers.  What can go wrong will go wrong, but teaching and learning are trial-and-error processes; keep at it and it can only get better!











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