Wednesday, December 12, 2007
coming to the end...
At the end of the semester, I find myself struggling to determine exactly what's been learned and how it can be utilized in the future. I truly wish it could be more clear-cut...
Tuesday, November 27, 2007
Question 4
Question Four:
I don’t think my planning has really been inline with what UBD outlines. I don’t take a backwards design approach. I guess to an extent I have an end result in mind. For instance, for all works of literature that I cover, I want the students to comprehend the plot as well as recognize and appreciate literary devices. I also want them to be able to identify and understand themes, symbols and motifs as well as the methods of characterization utilized. However, I don’t start planning the unit by coming up with the big overlying questions. I typically start with the novel and focus on the comprehension of the words and the plot first. The thought behind that is that if the students don’t understand the basics, they can’t really go anywhere from there. The assessments that I give the students are usually focused on smaller skills and understanding verses the big picture. For instance, I just assigned a compare and contrast essay between two characters from different texts, I assigned this because it will help them to work on their writing skills while making a connection between two tests and utilizing higher level thinking to make the comparisons. Additionally, the outside text is written by Maya Angelou, who is one of the motifs in the novel we are studying, so it helps the students to understand that concept better too. It seemed like a valid assignment to me, but not quite in alignment with the proposed thought process outlined in UBD.
I don’t think my planning has really been inline with what UBD outlines. I don’t take a backwards design approach. I guess to an extent I have an end result in mind. For instance, for all works of literature that I cover, I want the students to comprehend the plot as well as recognize and appreciate literary devices. I also want them to be able to identify and understand themes, symbols and motifs as well as the methods of characterization utilized. However, I don’t start planning the unit by coming up with the big overlying questions. I typically start with the novel and focus on the comprehension of the words and the plot first. The thought behind that is that if the students don’t understand the basics, they can’t really go anywhere from there. The assessments that I give the students are usually focused on smaller skills and understanding verses the big picture. For instance, I just assigned a compare and contrast essay between two characters from different texts, I assigned this because it will help them to work on their writing skills while making a connection between two tests and utilizing higher level thinking to make the comparisons. Additionally, the outside text is written by Maya Angelou, who is one of the motifs in the novel we are studying, so it helps the students to understand that concept better too. It seemed like a valid assignment to me, but not quite in alignment with the proposed thought process outlined in UBD.
Question 3
Question Three:
I have always been a unique sinner, and my teaching “sin” is no exception. I definitely don’t rush coverage to try to get to too may things in one year. Furthermore, although I do incorporate hand s on activities into my teaching arsenal, they are typically worthwhile activities to enhance the learning process, not replace it. For instance, I might have the students research a topic and then develop a poster or a pamphlet that they will have to present to the class. I would have to say that my sin is going too in depth on some topics. While I think it is a valid learning experience for the students, I end up running the risk of not getting to all the texts I need to over the course of the year. However, I good conscience I need to take the time to make sure that the students understand the concepts that I am trying to get across. If I have to walk them through the writing process and take three weeks to do it; then that’s what I’ll do becasuwe3 it is a valuable skill that they will need not only for the remainder of the year in my class but they need writing skills for the rest of their lives. The danger of my sin is pissing the administration off. The danger of the other the twin sins is that teaching becomes purposeless. If we move through things too quickly, it isn’t possible for the students to gain a true understanding and a lasting impression of what is being taught. “Mindless activities” kind of speaks for themselves.
I have always been a unique sinner, and my teaching “sin” is no exception. I definitely don’t rush coverage to try to get to too may things in one year. Furthermore, although I do incorporate hand s on activities into my teaching arsenal, they are typically worthwhile activities to enhance the learning process, not replace it. For instance, I might have the students research a topic and then develop a poster or a pamphlet that they will have to present to the class. I would have to say that my sin is going too in depth on some topics. While I think it is a valid learning experience for the students, I end up running the risk of not getting to all the texts I need to over the course of the year. However, I good conscience I need to take the time to make sure that the students understand the concepts that I am trying to get across. If I have to walk them through the writing process and take three weeks to do it; then that’s what I’ll do becasuwe3 it is a valuable skill that they will need not only for the remainder of the year in my class but they need writing skills for the rest of their lives. The danger of my sin is pissing the administration off. The danger of the other the twin sins is that teaching becomes purposeless. If we move through things too quickly, it isn’t possible for the students to gain a true understanding and a lasting impression of what is being taught. “Mindless activities” kind of speaks for themselves.
Tuesday, November 20, 2007
Question 2
Question 2:
With the particular novel I brought in as my sample, I did take a well-rounded approach to developing the curriculum. Speak is a YA novel that is about a young girl who gets raped at a party over the summer. As a result of the rape and the sequence of events following it, Melinda becomes ostracized and loses her ability to communicate. In the case of this novel, my main goal was to educate the students about the difficult topics in the novel that my students will more than likely be affected by over the course of their lives. To do this, I reach out to the community and bring in several speakers, such as a representative of the Women’s Crisis Center, the police department, and/or a psychologist. I also have the skills and ideas that the students need to learn over the course of the unit, such as themes, compare and contrast, writing skills critical thinking etc. I incorporate these into my lessons. For instance, while reading an excerpt of Maya Angelou’s, I review literary devices and do an oral quiz as well as practice comparing and contrasting and writing. I take the learners into account and keep an eye on them to see how they are handling the work load and how their skills are progressing as well as their reactions to the content matter being covered. I make the work challenging but attainable and then give them opportunities to do activities that trigger the multiple intelligences. The assessments in this unit are very formative. I ask them to utilize information to make something new and think about a variety of topics and present their thoughts in writing, speech and artwork. I don’t give a typical pen and paper test on this unit at all. However, I must admit that not all my units are as well-rounded as this one.
With the particular novel I brought in as my sample, I did take a well-rounded approach to developing the curriculum. Speak is a YA novel that is about a young girl who gets raped at a party over the summer. As a result of the rape and the sequence of events following it, Melinda becomes ostracized and loses her ability to communicate. In the case of this novel, my main goal was to educate the students about the difficult topics in the novel that my students will more than likely be affected by over the course of their lives. To do this, I reach out to the community and bring in several speakers, such as a representative of the Women’s Crisis Center, the police department, and/or a psychologist. I also have the skills and ideas that the students need to learn over the course of the unit, such as themes, compare and contrast, writing skills critical thinking etc. I incorporate these into my lessons. For instance, while reading an excerpt of Maya Angelou’s, I review literary devices and do an oral quiz as well as practice comparing and contrasting and writing. I take the learners into account and keep an eye on them to see how they are handling the work load and how their skills are progressing as well as their reactions to the content matter being covered. I make the work challenging but attainable and then give them opportunities to do activities that trigger the multiple intelligences. The assessments in this unit are very formative. I ask them to utilize information to make something new and think about a variety of topics and present their thoughts in writing, speech and artwork. I don’t give a typical pen and paper test on this unit at all. However, I must admit that not all my units are as well-rounded as this one.
Question 1
Question One: Describe in general how you currently develop curriculum.
When I develop a unit like my sample unit on Speak, I begin by reading the book once all the way through. Then I read it again more slowly and write down vocabulary words that I think the students might struggle with that I find important for them to know at this juncture (I can’t use all the words they don’t know; it would be too overwhelming, so I typically have 40-80 words per text.) While I am doing the second reading, I start jotting down notes on what strikes me about the book—symbols, themes, motifs, connections that the kids might be able to make to the text. I will usually do a third reading at which time I develop guided reading questions. I also research the novel to see what other people have done. I am a big supporter of not reinventing the wheel for everything. Typically, I find ideas that I think are interesting and then adapt them for my classroom. For instance, for my Speak unit, I found a research project about rape. It required the students to research several components (avoidance, self-defense, and post-rape response/help) develop a pamphlet and a poster and then present them to the class. In addition to covering this topic, I also assign to the various groups bullying and depression. I also have speakers come to my class to discuss rape and depression. I think they are important topics that the students need to get real information about because, unfortunately, many of them will have to deal with these issues over the course of their lives. I also think of a variety writing assignments based on the book and making connections to it. Furthermore, I find outside texts to bring in and use with the class. This year, I used an excerpt from I Know Why the Caged Bird Sings. While we were reading it in class, the students were actively looking for examples of literary devices and participating in an oral quiz, and then they compared and contrasted Maya Angelou’s experience with Melinda’s. Every year, I tweak it a little bit and make changes based on the needs of the students and what else is happening in the students other classes, especially if they have a second English class. I cover all of the strands of the NJCCCS for Language Arts Literacy over the course of reading and discussing the novel.
When I develop a unit like my sample unit on Speak, I begin by reading the book once all the way through. Then I read it again more slowly and write down vocabulary words that I think the students might struggle with that I find important for them to know at this juncture (I can’t use all the words they don’t know; it would be too overwhelming, so I typically have 40-80 words per text.) While I am doing the second reading, I start jotting down notes on what strikes me about the book—symbols, themes, motifs, connections that the kids might be able to make to the text. I will usually do a third reading at which time I develop guided reading questions. I also research the novel to see what other people have done. I am a big supporter of not reinventing the wheel for everything. Typically, I find ideas that I think are interesting and then adapt them for my classroom. For instance, for my Speak unit, I found a research project about rape. It required the students to research several components (avoidance, self-defense, and post-rape response/help) develop a pamphlet and a poster and then present them to the class. In addition to covering this topic, I also assign to the various groups bullying and depression. I also have speakers come to my class to discuss rape and depression. I think they are important topics that the students need to get real information about because, unfortunately, many of them will have to deal with these issues over the course of their lives. I also think of a variety writing assignments based on the book and making connections to it. Furthermore, I find outside texts to bring in and use with the class. This year, I used an excerpt from I Know Why the Caged Bird Sings. While we were reading it in class, the students were actively looking for examples of literary devices and participating in an oral quiz, and then they compared and contrasted Maya Angelou’s experience with Melinda’s. Every year, I tweak it a little bit and make changes based on the needs of the students and what else is happening in the students other classes, especially if they have a second English class. I cover all of the strands of the NJCCCS for Language Arts Literacy over the course of reading and discussing the novel.
Tuesday, November 13, 2007
HSPA HELP
I went to a workshop today on using an online test skills building site. Basically, my district wants us to use it to teach to the HSPA. The problem with this very helpful site is that it will be least effective with the students that my school wants it to help the most. Basically, the way it works is that the students either take a test or do practice activities and then the computer grades it and tells the students why each answer is correct or incorrect. Sound pretty good so far, right? The problem rests in that fact that many of the students most in need either aren't motivated enough to read and analyze all of the explanations or don't have the skills to fully process it. I don't think that the site is useless, but I think that it is a disservice to the students to try to let the program "teach" the students. I think the greater value in the site is to take some of their practice sheets and guides and work on it in the classroom so the teacher can "teach" and the students can learn interacting with the teacher and the other classrooms instead of putting the onus on the students to process and learn on their own.
Conundrum part II
Well, I decided to do what I thought was best for my students; it cost me a little corner of my soul…
Tuesday, November 6, 2007
Yes, but...
Yes, but…
On a good day at my school, that is the common refrain. More typically, you’d hear, “Are they out of their F’in minds? There is no way in hell we are doing that! Isn’t hat against our contract? They can’t force us; there is no way for them to keep track of it.” So many teachers are so entrenched in their ways that they automatically fight anything new. In our school, that still includes test prep (HSPA). They are so resistant to change I think that giving up teaching for “understanding” because of teaching to the test is the least of my district’s worries. They need to learn how to motivate teachers to become more engaged. After all, if the teacher isn’t engaged, obviously, the students won’t be engaged.
On a good day at my school, that is the common refrain. More typically, you’d hear, “Are they out of their F’in minds? There is no way in hell we are doing that! Isn’t hat against our contract? They can’t force us; there is no way for them to keep track of it.” So many teachers are so entrenched in their ways that they automatically fight anything new. In our school, that still includes test prep (HSPA). They are so resistant to change I think that giving up teaching for “understanding” because of teaching to the test is the least of my district’s worries. They need to learn how to motivate teachers to become more engaged. After all, if the teacher isn’t engaged, obviously, the students won’t be engaged.
Tuesday, October 30, 2007
Conundrum...
There are certain books that I cover in my class that I usually really enjoy teaching and really sink my teeth into. I end up taking an inter-disciplinary approach but do it all in my classroom (because I have a hard time getting other teachers to work with me in any specific timeline), so I end up having the kids do research and having guest speakers come in and really delve into topics that I feel are important for the students. These topics that I do this with are important topics that can, unfortunately, have a major impact on the students’ lives. This year I have a conundrum. A topic that I normally go into with my students in great detail, and I feel is extremely valuable to them, unfortunately hits a little too close to home for me this year because of a trauma I experienced recently in my personal life. I am torn between doing what I think is most beneficial for the students and bagging the assignment and greatly minimizing the depth that I would go into the topic in an attempt at self-preservation. The professional me and personal me are at odds…
Tuesday, October 23, 2007
NJCCCS Health and Physical Education
New Jersey Core Curriculum Standards for
Health and Physical Education
The New Jersey Comprehensive Health and Physical Education Standards is an educational reaction to critical public health issues. Poor health behaviors established in the school years, persisting into adulthood, lead to serious health problems for the entire nation. Numerous studies link a sedentary lifestyle to health problems, such as heart disease, high blood pressure, and obesity. To ensure overall wellness, complex multidisciplinary interventions are needed.
The Standards for Health and Physical Education is designed to identify what students should know and be able to do as a result of instruction in school. The standards strive to provide the following essential elements of quality health and physical education programs: promotion of each student’s optimum physical, emotional, and social development; providing experiences that support a variety of physical activity areas; integration of health issues and problems that impact the quality of life; incorporation of technology for research and use of reliable sources of health information; and student-centered interactive learning with a focus on discussion, modeling, research, and skill practice.
The NJCCCS for Health and Physical Education is divided into five content standards and one integrated skills standard. The five standards include the following: wellness, drugs and medicine, human relationships and sexuality, motor skill development, and fitness. The integrated skills standard seeks to foster health behaviors through decision-making, communication, and active participation and is to be incorporated into each of the other Health and Physical Education Standards. A recent revision has led to the addition of strands such as character and leadership development, health advocacy, and health services and careers.
Strengths:
· Grounded in research (A Call to Action 2001, Healthy People 2010)
· Organization into strands makes it easy to develop objectives for planning
· Technology is integrated into several strands
· Addresses a multitude of areas of well-being: physical, emotional, psychological, and social
· Encourages student-centered active learning
· Stresses the direct link between being physically active and achieving academic success
· Helps students understand the link between physical activity and good health
· Addresses the need to have children to embrace lifetime physical activities
· Focuses on individual progress and performance monitoring
· Includes personal goal setting and character development
· Provides students with medically accurate information about abstinence and contraception
· Addresses a myriad of health topics
Weaknesses:
· Over 70% of CPI’s are in the bottom half of Bloom’s Taxonomy
· Weak in encouraging critical thinking skills
· Standards are written in “content” standard form instead of “performance” standard form; this leaves teachers wondering “how good is good enough?”
· Some CPI’s, such as “act as a leader and a follower,” are subjective and difficult to measure
· High demands on teacher to cover extensive health CPI’s in state mandated 2.5 hours per week of health, safety and physical education
· The CPI’s overlap and repeat within grade levels instead of building upon them
· No suggestions for meeting needs of students with physical disabilities in physical education strands
· Absolutely no recommendations for how to address needs of a diverse populationà i.e. learning disabled, foreign born, ELL, etc.
· No evidence of multicultural or inclusive activities
· No website references or lesson ideas to assist with planning
· Does not mandate that students not be taken from PE for other activities
· Does not require the student-teacher ratio to be equal to other academic areas
· Nutrition is taught by PE teacher or elementary teacher; in best case, only required to take one semester of nutrition in college
· Does not specify which model of healthy eating should be used
· Does not specify minimum amount of time that students should spend in moderate to vigorous activity
· Need to address sexual behaviors and contraceptives earlier; they are addressed after many teens have already started becoming sexually active
· Nothing specific concerning cafeteria, etc.
· Does not encourage community involvement
Curriculum Development/Connections to Readings
· Supports the principle that an effective education program contributes to a child’s academic learning
· Promotes taking responsibility for one’s own health in relation to stress, eating, exposure to disease, and prevention of injury
· Integrates a full range of health issues that impact quality of life
· The overview addresses the idea of changing school policy to support the standards, but there is no recommendation on how to ensure that the standards are being supported through policy-i.e. playground and cafeteria
· Character development
· Tries to counter “hidden” curriculum by bringing it into the actual curriculumà i.e. bullying
· Pushes for abstinence—morality
Improvements:
· Should mandate having a nutritionist on staff in each district to fully address the nutritional educational needs of the student population
· Should include suggestions for an interdisciplinary approach
· Should mandate community outreach
· Should include more multicultural topics and be inclusive of students with disabilities and other special needs
· Mandate some sort of support program that kids can go to safely (pos. anonymously or confidentially) to seek help/advice/discussion for many of the difficult topics brought up in class that they have to deal with that they might not feel comfortable discussing in class
· Schools, staff, and teachers should model fitness as well as nutritional and healthy habits
Resources:
American Alliance for Health, Physical Education, Recreation and Dance. (2002). Status of Physical Education in the USA: Shape of
the Nation Report, 2001. Oxon Hill, MD: AAHPERD Publications.
Agency of Agriculture- Food and Markets, Vermont Department of Education and Vermont Department of Health. (2005). Vermont
Nutrition and Fitness Policy Guidelines. Vermont: Agency of Agriculture- Food and Markets, Vermont Department of
Education and Vermont Department of Health.
Burger, M., Cardinal, B. & Cardinal, M. (2005). Lifetime Fitness for Health Course Assessment: Implications for Curriculum
Improvement. Journal of Physical Education, Recreation, & Dance, 76(8), 48-52.
Chen, A., & Ennis, C. (2004). Goals, Interests, and Learning in Physical Education. The Journal of Educational Research, 97(6), 329-
338.
Denny, G., & Young, M. (2006). An Evaluation of an Abstinence-only Sex Education Curriculum: An 18-month Follow-up. Journal of
School Health, 76(8), 414-425.
Gabbard, C. (2000). Physical Education: Should It Be in the Core Curriculum? Principal, 79(3), 29-31.
Green, G., Reese, S. (2006). Childhood Obesity: A Growing Phenomenon for Physical Educators. Education, 127(1), 121-124.
Macdonald, Doune and Lisa Hunter. (2005). Lessons Learned…About Curriculum: Five Years on and a Half a World Away. Journal
of Teaching in Physical Education, 24, 111-126.
Pateman, B. (2003). Linking National Subject Area Standards with Priority Health-Risk Issues in PK-12
Curricula and Teacher Education Programs. Washington, DC: AACTE Publications. (ED 474201)
South Dakota Department of Education. (2005). Model Wellness Policy. Pierre, South Dakota: Child and Adult Nutrition Services-
South Dakota Department of Education.
Weasmer, J. & Woods, A. (2006). More Than ‘An Apple a Day’: New Mandates for School Wellness. Kappa Delta Pi Record, 42(4),
166-169.
By: Corine Czepiel, Doreen Elborj & Jamie Zidle
Health and Physical Education
The New Jersey Comprehensive Health and Physical Education Standards is an educational reaction to critical public health issues. Poor health behaviors established in the school years, persisting into adulthood, lead to serious health problems for the entire nation. Numerous studies link a sedentary lifestyle to health problems, such as heart disease, high blood pressure, and obesity. To ensure overall wellness, complex multidisciplinary interventions are needed.
The Standards for Health and Physical Education is designed to identify what students should know and be able to do as a result of instruction in school. The standards strive to provide the following essential elements of quality health and physical education programs: promotion of each student’s optimum physical, emotional, and social development; providing experiences that support a variety of physical activity areas; integration of health issues and problems that impact the quality of life; incorporation of technology for research and use of reliable sources of health information; and student-centered interactive learning with a focus on discussion, modeling, research, and skill practice.
The NJCCCS for Health and Physical Education is divided into five content standards and one integrated skills standard. The five standards include the following: wellness, drugs and medicine, human relationships and sexuality, motor skill development, and fitness. The integrated skills standard seeks to foster health behaviors through decision-making, communication, and active participation and is to be incorporated into each of the other Health and Physical Education Standards. A recent revision has led to the addition of strands such as character and leadership development, health advocacy, and health services and careers.
Strengths:
· Grounded in research (A Call to Action 2001, Healthy People 2010)
· Organization into strands makes it easy to develop objectives for planning
· Technology is integrated into several strands
· Addresses a multitude of areas of well-being: physical, emotional, psychological, and social
· Encourages student-centered active learning
· Stresses the direct link between being physically active and achieving academic success
· Helps students understand the link between physical activity and good health
· Addresses the need to have children to embrace lifetime physical activities
· Focuses on individual progress and performance monitoring
· Includes personal goal setting and character development
· Provides students with medically accurate information about abstinence and contraception
· Addresses a myriad of health topics
Weaknesses:
· Over 70% of CPI’s are in the bottom half of Bloom’s Taxonomy
· Weak in encouraging critical thinking skills
· Standards are written in “content” standard form instead of “performance” standard form; this leaves teachers wondering “how good is good enough?”
· Some CPI’s, such as “act as a leader and a follower,” are subjective and difficult to measure
· High demands on teacher to cover extensive health CPI’s in state mandated 2.5 hours per week of health, safety and physical education
· The CPI’s overlap and repeat within grade levels instead of building upon them
· No suggestions for meeting needs of students with physical disabilities in physical education strands
· Absolutely no recommendations for how to address needs of a diverse populationà i.e. learning disabled, foreign born, ELL, etc.
· No evidence of multicultural or inclusive activities
· No website references or lesson ideas to assist with planning
· Does not mandate that students not be taken from PE for other activities
· Does not require the student-teacher ratio to be equal to other academic areas
· Nutrition is taught by PE teacher or elementary teacher; in best case, only required to take one semester of nutrition in college
· Does not specify which model of healthy eating should be used
· Does not specify minimum amount of time that students should spend in moderate to vigorous activity
· Need to address sexual behaviors and contraceptives earlier; they are addressed after many teens have already started becoming sexually active
· Nothing specific concerning cafeteria, etc.
· Does not encourage community involvement
Curriculum Development/Connections to Readings
· Supports the principle that an effective education program contributes to a child’s academic learning
· Promotes taking responsibility for one’s own health in relation to stress, eating, exposure to disease, and prevention of injury
· Integrates a full range of health issues that impact quality of life
· The overview addresses the idea of changing school policy to support the standards, but there is no recommendation on how to ensure that the standards are being supported through policy-i.e. playground and cafeteria
· Character development
· Tries to counter “hidden” curriculum by bringing it into the actual curriculumà i.e. bullying
· Pushes for abstinence—morality
Improvements:
· Should mandate having a nutritionist on staff in each district to fully address the nutritional educational needs of the student population
· Should include suggestions for an interdisciplinary approach
· Should mandate community outreach
· Should include more multicultural topics and be inclusive of students with disabilities and other special needs
· Mandate some sort of support program that kids can go to safely (pos. anonymously or confidentially) to seek help/advice/discussion for many of the difficult topics brought up in class that they have to deal with that they might not feel comfortable discussing in class
· Schools, staff, and teachers should model fitness as well as nutritional and healthy habits
Resources:
American Alliance for Health, Physical Education, Recreation and Dance. (2002). Status of Physical Education in the USA: Shape of
the Nation Report, 2001. Oxon Hill, MD: AAHPERD Publications.
Agency of Agriculture- Food and Markets, Vermont Department of Education and Vermont Department of Health. (2005). Vermont
Nutrition and Fitness Policy Guidelines. Vermont: Agency of Agriculture- Food and Markets, Vermont Department of
Education and Vermont Department of Health.
Burger, M., Cardinal, B. & Cardinal, M. (2005). Lifetime Fitness for Health Course Assessment: Implications for Curriculum
Improvement. Journal of Physical Education, Recreation, & Dance, 76(8), 48-52.
Chen, A., & Ennis, C. (2004). Goals, Interests, and Learning in Physical Education. The Journal of Educational Research, 97(6), 329-
338.
Denny, G., & Young, M. (2006). An Evaluation of an Abstinence-only Sex Education Curriculum: An 18-month Follow-up. Journal of
School Health, 76(8), 414-425.
Gabbard, C. (2000). Physical Education: Should It Be in the Core Curriculum? Principal, 79(3), 29-31.
Green, G., Reese, S. (2006). Childhood Obesity: A Growing Phenomenon for Physical Educators. Education, 127(1), 121-124.
Macdonald, Doune and Lisa Hunter. (2005). Lessons Learned…About Curriculum: Five Years on and a Half a World Away. Journal
of Teaching in Physical Education, 24, 111-126.
Pateman, B. (2003). Linking National Subject Area Standards with Priority Health-Risk Issues in PK-12
Curricula and Teacher Education Programs. Washington, DC: AACTE Publications. (ED 474201)
South Dakota Department of Education. (2005). Model Wellness Policy. Pierre, South Dakota: Child and Adult Nutrition Services-
South Dakota Department of Education.
Weasmer, J. & Woods, A. (2006). More Than ‘An Apple a Day’: New Mandates for School Wellness. Kappa Delta Pi Record, 42(4),
166-169.
By: Corine Czepiel, Doreen Elborj & Jamie Zidle
Friday, October 12, 2007
Unbelievable!!!
There are so many things that go on in my district that just leaves me completely bewildered! I wanted to share this one because I figured that although this is a curriculum class, we are all going for Educational Leadership and if you haven’t already had Supervision, you will soon.
Anyhow, my department got a new department head and a new part-time English teacher on Monday. I assumed that our new leader would call a meeting to introduce herself as well as the new teacher to the rest of the department. However, that is not what happened. Not only was there no meeting, she kind of just stayed in her office and didn’t bother familiarize herself with the building nor visit any of our classrooms (Ya know, just to say hi). Then I heard that she called out “Traffic” on Wednesday. Yep, on her third day of work as a leader (someone who should be setting a good example) to our department, she had the audacity to actually call in and say there was too much traffic and she was going home. (Maybe I’ll call in bad-hair day on Monday.) To make this scene even more ludicrous, she greeted her classes on her first day by telling them to write silently for the period and she would discuss it the next day. Then on her “traffic” day, her lesson plan consisted of “Read The Crucible;” that’s it! Perhaps I should give her more time before making decisions on her ability to be a leader (never mind a teacher), but I can’t help it! Everything she has done thus far goes against what I believe as well as what I have been learning in class! It makes me wonder what the administration was thinking of when they hired her! Unbelievable!
Anyhow, my department got a new department head and a new part-time English teacher on Monday. I assumed that our new leader would call a meeting to introduce herself as well as the new teacher to the rest of the department. However, that is not what happened. Not only was there no meeting, she kind of just stayed in her office and didn’t bother familiarize herself with the building nor visit any of our classrooms (Ya know, just to say hi). Then I heard that she called out “Traffic” on Wednesday. Yep, on her third day of work as a leader (someone who should be setting a good example) to our department, she had the audacity to actually call in and say there was too much traffic and she was going home. (Maybe I’ll call in bad-hair day on Monday.) To make this scene even more ludicrous, she greeted her classes on her first day by telling them to write silently for the period and she would discuss it the next day. Then on her “traffic” day, her lesson plan consisted of “Read The Crucible;” that’s it! Perhaps I should give her more time before making decisions on her ability to be a leader (never mind a teacher), but I can’t help it! Everything she has done thus far goes against what I believe as well as what I have been learning in class! It makes me wonder what the administration was thinking of when they hired her! Unbelievable!
Wednesday, October 3, 2007
somewhat focused rant...
As I pulled into the parking lot of my gym this morning, I noticed that they had posted a sign stating that they were looking to hire parking attendants. This struck me as odd. I thought to myself, "Why would a gym need valets?" I figured I had misinterpreted the sign. So I went in, and the gentleman at the desk confirmed that they were indeed hiring valets. Am I missing something? We have the motivation and energy to get our butts to the gym and workout for an hour or so, but we can't walk from our cars. There is something wrong with that picture!
It made me think about the curriculum that I am critiquing for class...PE and Health. These teachers really have an up hill battle to get kids today to understand what a healthy lifestyle is and to embrace that lifestyle. Look at the situation...Health conscious people going to workout but still too lazy to walk a couple hundred feet to get into the building. How do the teachers fight all the negative examples? Does this example qualify as unintended curriculum that the students are exposed to?
It made me think about the curriculum that I am critiquing for class...PE and Health. These teachers really have an up hill battle to get kids today to understand what a healthy lifestyle is and to embrace that lifestyle. Look at the situation...Health conscious people going to workout but still too lazy to walk a couple hundred feet to get into the building. How do the teachers fight all the negative examples? Does this example qualify as unintended curriculum that the students are exposed to?
Sunday, September 30, 2007
finding articles
Have you ever had the feeling that searching the web (from the comfort of your couch) for information ends up taking more time than the old fashioned method of just driving to the library and doing research there? Well, I've had one of those evenings where I have spent way too much time aimlessly (or so it feels) searching the web. I've been trying, without much success, to find articles to go with the njcccs assignment that we are doing. I think the problem is that I am not entirely sure what I am looking for...
...anyhow, during the course of my search, I ended up on the pbs site, and I wanted to share the link with you because they had some cool lesson plans on there for a variety of subjects. Here it is http://www.pbs.org/. I hope you find it helpful.
...back to searching!
...anyhow, during the course of my search, I ended up on the pbs site, and I wanted to share the link with you because they had some cool lesson plans on there for a variety of subjects. Here it is http://www.pbs.org/. I hope you find it helpful.
...back to searching!
Tuesday, September 25, 2007
The unplanned curriculum!
The three forms of curriculum present in school as identified by English and Larson are “formal, informal, and hidden curricula” and the idea that curriculum includes all planned and unplanned experiences of the children in a classroom (Mullen 13) are intriguing to me. Really, the thought is almost overwhelming. Normally when thinking about the curriculum, I think about the “game plan” (or lack there of…in my district) for any given course. I tend to think about the knowledge/skill base of the course—don’t get me wrong I try to link it to the kids’ lives and make it meaningful for them so they will wan tot to continue to learn, but still the underlying curriculum goes back to the skills or base knowledge. But according to the above definitions, EVERYTHING whether intended or not, whether teacher or peer generated etc. is part of the curriculum. It becomes part of the students’ education.
This all encompassing idea of education curriculum wouldn’t be so daunting if there weren’t so many horrendous things that transpire in an average day in a high school (okay, specifically mine). As a teacher and a human, I try to be a “good” person and uphold a high level of ethics and to set a good example, but I never thought of it as part of the curricula, but based on both of the above definitions, it is. The students are learning from me and I am mindful of that and act in appropriate manner and send out positive messages. The irony is that I am biased. We all are! Of course, I consider myself to be a positive influence. However, what I consider to be “good” or “appropriate” or “positive” is based off of value judgments. Furthermore, there is a flip side to this; what about the teachers, fellow authority figures, who have sexual relations with the students or share stories about partying with them or disrespecting other staff or administration in front of the students or lying and cheating (by the way all things that have occurred in my school)? I am sure that most of these people feel that they are justified in what they tell and do with the students. That is a lot of “negative” hidden curriculum coming from those teachers. I don’t even want to think about all of the negative values the students are presented with via their peers on a daily basis.
It really is very overwhelming when you think about it. In my school, they have actually started a program that deals with some of the hidden curriculum and negative events that the students normally experience. However, even though the administration is trying to reach out to the students on issues relating to bullying and what not and to set up the STAT program so the students can start to feel a connection to a faculty member, many of the faculty members are not on board with the program. Therefore, the program is not very effective and more negative messages are being sent out to the students.
As usual, the readings have stimulated more questions for me than they answered. What can an administrator do to try to get the entire faculty on board with sending out an agreed upon message of what is good or acceptable? For that matter, how can there be a consensus on those definitions? Is it possible for there to be positive peer-pressure among the staff to get everyone involved (without it turning into a “gotcha” situation)?
This all encompassing idea of education curriculum wouldn’t be so daunting if there weren’t so many horrendous things that transpire in an average day in a high school (okay, specifically mine). As a teacher and a human, I try to be a “good” person and uphold a high level of ethics and to set a good example, but I never thought of it as part of the curricula, but based on both of the above definitions, it is. The students are learning from me and I am mindful of that and act in appropriate manner and send out positive messages. The irony is that I am biased. We all are! Of course, I consider myself to be a positive influence. However, what I consider to be “good” or “appropriate” or “positive” is based off of value judgments. Furthermore, there is a flip side to this; what about the teachers, fellow authority figures, who have sexual relations with the students or share stories about partying with them or disrespecting other staff or administration in front of the students or lying and cheating (by the way all things that have occurred in my school)? I am sure that most of these people feel that they are justified in what they tell and do with the students. That is a lot of “negative” hidden curriculum coming from those teachers. I don’t even want to think about all of the negative values the students are presented with via their peers on a daily basis.
It really is very overwhelming when you think about it. In my school, they have actually started a program that deals with some of the hidden curriculum and negative events that the students normally experience. However, even though the administration is trying to reach out to the students on issues relating to bullying and what not and to set up the STAT program so the students can start to feel a connection to a faculty member, many of the faculty members are not on board with the program. Therefore, the program is not very effective and more negative messages are being sent out to the students.
As usual, the readings have stimulated more questions for me than they answered. What can an administrator do to try to get the entire faculty on board with sending out an agreed upon message of what is good or acceptable? For that matter, how can there be a consensus on those definitions? Is it possible for there to be positive peer-pressure among the staff to get everyone involved (without it turning into a “gotcha” situation)?
Monday, September 24, 2007
Sunday, September 16, 2007
Education Statistics
The problem with reading statistics like those in “A Public Education Primer” is that they generate more questions than they answer. I found myself repeatedly asking questions while reading the packet. For instance, after reading the statistic on page 6 about more public school students attend school in suburbs, towns, and in rural areas, I found myself asking, “Why are there less public school students in urban areas?” Then of course that lead to more questions… “Are there fewer children in urban areas than the other areas (which doesn’t make sense—higher population more kids, right?)? Do more children in urban areas go to private schools? Did the statistic refer to all three areas combined verses urban areas?” Another topic that I found interesting that triggered a lot of unanswered questions was on page 16. The statistic referred to the discrepancies between the schooling requirements in varies states. Sure they told me what some of the discrepancies were, such as required years of attendance and number of school days on a year, but they didn’t tell me how it affected the overall achievement of the students. I want to know if the students benefit by going to school for 186 days verses 173 or what the pros and cons are for the students that are required to attend school for 13 years verses those students who are required to stay in school for a lesser time. I also want to know why there is such a big discrepancy between varying states—Are the biggest discrepancies between the more agricultural states verses industrial ones?
Even more frustrating is when they list conflicting information for the same exact area of research. For instance, on page 28 they had conflicting information about the rate of high school completion. There was a fairly sizeable variance in the data between the four different groups who did the research. Why did it vary so much and which one is the closest to the truth? Or is it all true just with a little bit different spin on the numbers?
Do you see how I could make myself a little batty reading something like this? I could actually write for pages about all of the questions that popped into my mind, but I had very few answers…
Even more frustrating is when they list conflicting information for the same exact area of research. For instance, on page 28 they had conflicting information about the rate of high school completion. There was a fairly sizeable variance in the data between the four different groups who did the research. Why did it vary so much and which one is the closest to the truth? Or is it all true just with a little bit different spin on the numbers?
Do you see how I could make myself a little batty reading something like this? I could actually write for pages about all of the questions that popped into my mind, but I had very few answers…
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