Opportunities in Education: Moving into a Classroom Without Walls

Rethinking curriculum, not revamping what we currently have, but using common sense to make cents (sense) in the lives of our children today and tomorrow.

It is exciting to think of the open-minded possibilities in education around the US.  What this entails for teachers is an opportunity for professional development along with an opportunity for use of twenty first century tools, and at the same time a reorganization of time, etc.  For students this means making 21st century tools available that many do not know how to use or possess, tools that are questioned by society as useful, and at the same time changing the perception that schools are walls with bells and whistles.  Ingenuity needs authorization and should be applauded to hasten the pace of these changing curricula.

Also included is Heidi Hayes Jacobs’s discussion on her new book and paradigm, Curriculum 21, which is definitely a perspective that addresses the needs of our students and the opportunities for exciting learning. Suggested by Jacob is a Renaissance in Education.

Listen to this ASCD video with US Department of Education Arne Duncan

Heidi Hayes Jacobs discusses the Curriculum and its implementation in the Twenty-First Century. This is exciting news because finally there is room for better use of time and space, without an emphasis on bells and whistles.  These structures sound exciting, placing learning in the hands of the learner and those who create those spaces.

http://www/curriculum21.com/home/book   Video

A New Paradigm Acknowledging Vitality, Creating, Diversity, and Customization. How do we get away from the Industrial Model?

Sir Ken Robinson speaks on the New Paradigm of Education, one based on the agricultural metaphor, based on vitality, creativity, diversity, and customization, rather than living on in the present paradigm of education that is based on the Industrial Age model, or factory model. He explains through many thought provoking realities that the children of today do not do well in the factory model based on utility, linearity, conformity, and standardization.  Interesting model, with a book I would like to read.

The Future of Education: Who, What, Where?

Questions and answers do not prepare us for the work of tomorrow, but curiosity, the ability to use, create, and communicate.  These are the tools.  How shall we implement the changing face of education to meet the goals of education which remains constant: preparation for citizenship, work, and personal growth and self-satisfaction?  These are huge questions and with a great deal of exciting work for educators as they prepare the learning environments to support these goals.

The Changing Faces and Products of Education

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Learn to Change, Change to Learn

This edublog is my connection to the community of learners I work with daily, the parents who support the curriculum I create, and to the community beyond the walls of CPCS.  In this school, I have served as a fifth and sixth grade math and reading teacher and now a third grade self-contained classroom teacher.  The change has brought about many changes in focus, but one that seems to remain constant is the use of tools of the 21st century, tools that engage all in the teaching and learning spaces we create.  How do we integrate all of the focus areas to provide each student with a world of wonder is important.  Literacy in this century has changed from text only sources to multiple media sources, where all are teachers and all are learners.  For me it has been the webpage, the WebQuest, the Wiki, the blog, Skyping, and Podcasting. From the printing press which engaged more in the literacy movement, we have moved into the WEB 2.0 world, a world beyond one individual, but a world that is part of the skill development of our learners for jobs of tomorrow. 

Technology has done for children today, what the printing press did for people ages past.  The challenge is to make it meaningful and its use effective in generating wonder in the minds of children.  With each use we must make children aware of their digital footprint, how to manage it and not to lose sight of whom they are when using it.  It is a pride we are continuing to build in the field of education, in ourselves and in our students.  What we must continually have our students ask of themselves is, “Is your digital footprint a print that you and your community can be proud of?  How can I add to the digital footprint of my community?”

Videos involving questioning and reflection on learning:

The Case for the use of the Wiki –

 

 

Class News

Aiden - Our Mystery Reader
Aiden – Our Mystery Reader

Aiden brought in the book, What Do You Do With A Tail Like That?,  which fascinated his classmates. It was only a few years ago that his brother Ethan had read the same book to the class. Books such as these add to the imaginations and connections children make as they read.

Thank you, Aiden for providing the classroom with good literature which helped everyone in making text-to-self connections. These are always the best!

Motivation: Compliance vs Engagement

Daniel Pink would say the secret to motivation is not rewards but intrinsic motivation.  What are the motivators – autonomy, mastery, and purpose.  If that is the case for adults, then what does this say for running schools?  What does this say about grades, and need for top down bureaucracies?

 

Do we want compliance or engagement?  Then Daniel Pink would say forget the management model and head towards a model endorsing autonomy, mastery, and purpose.