Paul and TikTok

A few weeks ago I came across this story in the NY Times about the social media platform TikTok, which is arguably the most popular social media outlet among teens these days. 

https://www.nytimes.com/2019/10/19/style/high-school-tiktok-clubs.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education&region=stream&module=stream_unit&version=latest&contentPlacement=6&pgtype=sectionfront

Apparently, TikTok is being embraced by educators around the country - including some in West Orange, Florida.  They like the way it brings students together collaboratively as students make and post videos that are 15 to 60 seconds long. Video subjects range from specific interests like video games to broader subjects like quirky things about a school's culture. 

So far, schools are using TikToc as the basis of an extracurricular activity (i.e. TikToc Clubs that meet after school to create videos). 

My question is, are there any ways that TikTock or other social media platforms can be infused into the curriculum? In other words, can TikToc or other social media platforms be used as tools to teach? What are the pros and cons of trying to incorporate social media platforms in our curricula?

Emily and World Language

Recently,  the elementary schools in my district did away with world-language teachers. Now there is talk about classroom teachers being responsible for this instruction. 

After winter break, it will be mandated that general education classroom teachers teach world-language in the classroom. We are responsible for 30 minutes of instruction a week. It is going to be mandated that K-2 teachers infuse world-language into their social studies curriculum. Teachers in grades 3-5 will be required to use digital software called Middleberry.

In past years my district didn't meet the requirements for world-language in our elementary schools. Therefore, this is the new approach we will be implementing to immerse our students into the world of "other"  cultures, by the means of world-language.

How does your district meet the state standards for world-language?

Christine with a very broad curriculum question

Over the past few weeks, we have been reading the Wiles and Bondi textbook.   We have been introduced to programs and curriculum issues that exist at the elementary, middle, and secondary school levels.  In your opinion, what are the most beneficial programs that you have at your school and do you think these programs are appropriate for the age group that you teach? What do you find to be the biggest issues with regard to the curriculum at your own specific grade level? 

Diana and Choice

In reflecting on last week's discussion around student choice in the classroom as well as

the differences between elementary and middle school curriculum and student experiences,

I wanted to read more about others' thinking around this topic. I looked to Pernille Ripp,

whom I regularly read. She is a middle school teacher, author, speaker, and creator of the

Global Read Aloud. While she is a literacy teacher, her blog often speaks to content areas

outside of hers, as well as philosophies of hers and others. With that said, I came across one of her recent blog posts entitled, Creating Foundational Rights for Students Within

Personalized Instruction. In this post, she speaks to curriculum and student experiences.

She begins the post by asking:

"How do we get everyone on the same page? How do we ensure that what we do is

actually happening in different classrooms with different teachers? How do we ensure

that the very kids we are entrusted with have somewhat similar experiences within our

classrooms all while protecting the art of teaching?"  

She goes on to suggest that curricula should consider student experiences. In fact, she goes

as far as to say that teachers should create student rights together in order to ensure that

student experiences are occurring in every classroom. She claims that these students'

rights should be a living breathing document that shows which experiences every child

should have in every room, no matter the teacher. Teachers should live by it, work by it,

discuss it  and change as needed. One example that she gives about student rights

in the classroom is empowerment. She states:

"If students need…Empowerment –  then we will commit to giving them choice throughout
their time with us.
How: Choice in their independent reading book, choice in their topic of writing when
possible, choice in who they work with, choice in who they share with, choice in how
they work through learning. Space to reflect on their experience, speak up about it, and
shape the teaching that happens."

My question to the class is: Should student experiences be considered and written into

the curriculum and how important is choice when considering student experiences?

Link to Ripp's blog: Pernille Ripp.com - Creating Foundational Rights for Students within Personalized Instruction/

In my district, the administration is putting a high emphasis on student choice. In my recent post-observation evaluation, my principal said my lesson "went well,"  but sent me an email in which he had inserted a student choice menu board. He says that using the choice menu this is a good way to get students involved and take more ownership of their work,  since they have chosen it. 

Have you had a similar experience?   Is there emphasis being placed on student choice in assignments in your particular school/district?  How does it work in your district?   With regard to assignments, should there be a limit on choices students are given? Where should we draw the line between student choice activities and teacher-led activities?

Paul addresses the issue of teachers' salaries

This story aired on CBS Sunday Morning a few weeks ago, just in time for the start of the new school year.

https://www.cbsnews.com/news/how-we-have-failed-our-teachers/?ftag=CNM-00-10aab6i&linkId=73701156&fbclid=IwAR0wYRZPcbUT0v-bUvOv2s24zfpEueM_fNnvg3moNzS8VkfomLb7ONkKg58

You'll see references to Horace Mann and A Nation At Risk as contributing factors of one of the most time-honored traditions in American public education: paying teachers low salaries. Today, the idea of raising teachers' salaries is a non-starter. My question is, how might we use our powers as educators in order to convince the policymakers and the public to support salaries that will make life as a teacher sustainable - and, in turn, make life as a teacher attractive to future college graduates?  

Christine and LIM

This year my school had received a grant of  $25,000 in order to  implement a program intended to improve the overall environment and performance of the school. This program is called "The Leader in Me" (LiM). Last year for our monthly meetings we had to read chapters in the book written for this program and discuss ways it would help improve our methods and strategies. This year we have a coach that is sent from the program to help implement its model into our current curriculum.

After reading this week's course readings on curriculum development I started to wonder if all schools adopted this method into its curriculum. Because goal setting is so important in developing and changing curriculum, I thought about this program and the goals that I started in the training of this program. I realized that LiM is aimed to empower individuality and create leaders in students to make education more student- centered and less teacher- led. The model is based on  The 7 Habits of Highly Effective People, which is a book written by Stephen Covey. This model was originally made to improve workers in the business world and increase profits which ultimately creates successful individuals. Now with this program we are about to introduce it to schools.
About Leader in Me 

https://www.leaderinme.org/what-is-leader-in-me/   

Please check out the resources on the web site and watch the video labeled Why Leader in Me Works. 

Would you want to implement this program in your school?

 How would you apply the model to your own life?

 How can we teach students how to become leaders in their own education?

Why is this model important to you?

 Do you predict this will work in your school?

Emily poses a college v. vocational future

The strategic plan in the area of curriculum that my school district has come up with includes the following goals for the 2019-2020 school year: 

Curriculum-

-Instructional practices are in place to teach and measure student achievement of essential 21st century skills, and engage students in learning experiences aligned to an updated curriculum map. 

-All students have opportunities to participate in learning experiences that go beyond the walls of the traditional classroom that are aligned to academic standards and 21st century skills, which allow students to explore, identify and pursue their passions. 

-Grading and reporting practices reflect the academic standards and 21st century skills.

Do you see similar goals/plans of action in your district? If so, do you see them being implemented? Do you think more focus on 21st-century skills is necessary for our students' success? Why do you think my district is trying to enhance this part of the curriculum rather than highlighting literacy or math? 

I am posing this question because during last week's class when we were comparing philosophers we discussed the importance of educating "man" to be a scholar vs. a common man with vocational/technical skills.  Are we fixated on the  "college path?" 

Christine J. and Writing Across the Curriculum. Your Thoughts?

This week  I attended a professional development session on the topic of "writing across the curriculum." We worked in groups in order to come up with ideas as to how best we can incorporate writing specifically into science and math lessons/classrooms within our district.

The question here is truly a curriculum development and a philosophical question.  How do you feel about writing across the curriculum?   Should science and math lessons incorporate writing or should those lessons be devoted solely to learning the information that pertains to that discipline?  Is it necessary for our scientists and mathematicians to develop into outstanding writers or is it enough that they are knowledgeable with regard to their subject matter?   Is too much emphasis being placed on writing in each discipline?

And finally, how do you incorporate writing into your classroom..........in any subject? What helpful strategies do you use or have you used in your classroom(s) to improve writing skills?

Diana's concerns with professional development and curriculum changes

This week’s chapter has my mind spinning. Chapter 4, Large Scale Curriculum Development, by Wiles and Bondi, provides a top down look at curricula at the national, state and district levels. While there were so many take aways, I found myself asking many questions. One questions: who is benefiting most from the CCSS? Is it companies like Pearson who, according to Wiles and Bondi, are profiting from their development of assessments and online teacher training programs? Could it be politicians or wealthy philanthropists who have the means and power to push their own set of beliefs when it comes to education? I am by no means suggesting that there is malintent on the part of any of these participants. Truthfully, I believe that we all want what is best for our children. My questions concern whether or not we are on the right path when it comes to education. 

While I have many questions when it comes to this chapter, and even some concerns, my biggest has to do with teacher preparation and professionalism. To me, the CCSS can be ambiguous and without a proper curriculum and proper training these standards can be lost in translation. Are teachers currently being prepared to properly understand curriculum and the standards? There are so many buzzwords like, "unpacking the standards," "authentic learning," "rigor" etc. But what do these words actually mean? What do they look like in our classrooms? There seems to be constant changes that affect expectations, , best practices and education in general, but I wonder..............what about us, the teachers? It seems like we’re often forgotten when these initiatives are rolled out. It’s like boxes are just being checked when it comes to us and our learning at the national, state and district levels. Should not our professional development opportunities truly address and reflect these curriculum “changes?” In my experience, professional development offered through my district provides zero choice, with little engagement and does not reflect what we are being told to do in our own classrooms? If I want what I believe is relevant professional development, I am finding it on my own terms, using my own time. Keeping curriculum in mind, my question to you is: What should professional development look like? As educators, how can we best prepare ourselves to withstand these changes and continue to do our best for our students?

Molly poses a very poignant question for all educators

On p. 80 of our text, the authors state the following:   

'Among those persons perceiving curriculum development as a dynamic operation, there is a great fear that the gravitational pull of bureaucracy in education has won out. With each consolidation of schools, with each new piece of legislation, with each new regulation, with each standard and test, the school becomes more closed to change, more self-perpetuating, and more product-oriented."

I think this quote is interesting because we are taught as educators to show our own personality, our own philosophy,  and our way of thinking through our teaching.  However,  many times we are told to change our ways and teach our students in a way that prepares them for standardized tests.  A question that this quote brought up for me was: 

How can we do both? 

Dr. Ries and personal philosophy determinations

As you calculated your responses to the items listed in Figure 2A.1 of the text, you were given an idea of where your philosophy preferences lie with regard to school structure, at this point in your career.   What did you find out about your philosophical preferences?    Were you surprised?   Why or why not?  Do you believe that it is necessary for a teacher to have his/her own philosophy with regard to education or is it enough that our administrators have a philosophy toward the structure of the curriculum?  Any thoughts?