Promoting the Love of Science

Instilling the love of technology into students is becoming more and more difficult. Even though this generation of students use technology every day, there are a small number entering fields such as engineering. Most schools have mandatory science fairs, but if a student is not interested in science they will produce a cookie cutter project that required minimal thinking on their part. However, Frank Smith discusses in his article, "STEM Students Blast Off in NASA Launch Event" an interesting program designed to get students interested in science related fields. STEM also known as, "Science, Technology, Engineering and Mathematics" hosts events that get students to use knowledge from these fields to build and create amazing technology. His article discusses an event where students from middle school all the way up to college had to build rockets that could do various things. In the MAV (Mini Mars Ascent Vehicle) contest, competitors had to create AGSE which is autonomous ground support equipment. This equipment had to be able to pick up a payload and launch it 3,000 feet into the air by a rocket. Winners could win $50,000.
Challenging students to build amazing rockets is one way that STEM promotes the love of science. Of course most schools cannot afford to do things as extravagant as these, but with a little creativity, teachers can think of interesting ways to teach. Maybe adding some gamification would help. Or even turning the individual science fair projects into classroom projects and giving away prizes to the most original class science fair project. Doing this would allow students to collaborate with each other and learn to work together, which is important for future career success.

website used: http://www.edtechmagazine.com/higher/article/2015/04/stem-students-blast-nasa-launch-event

Flim in the Classroom

I remember when I got the opportunity to watch films in class. We only watched films when there was a substitute teacher, or if we were in health class learning about the miracle of birth or dangers of abusive relationships. On occasion, literature teachers would show clips of movies that were adapted from books. Nancy Barile found a way to incorporate film into her class that made learning a lot more fun. She was able to stay within the Common Core Standards for teaching and still make learning fun with movies.
She first had her students read the required texts for school. Instead of showing them the movie adaptation, she showed films that she knew her students would enjoy watching. When they enjoyed the movie, her students often had a lot more to say about the films and made connections to the required readings more easily. Barile showed films such as The Breakfast Club, Sixteen Candles, and The Shawshank Redemption. After showing the movies she would ask thought provoking questions, some relating to the students' in ways such as the portrayal of teenagers compared to how teenagers act in their school. Barile also presented them with critics' reviews and asked her students to compare their reviews with the critics'. In showing these movies, critical thinking and analysis increased tremendously.
I would encourage teachers to follow in her footsteps and stop showing mediocre movies for the sake of filling up a time slot. If you need to call in a substitute, have a movie on hand with a question sheet that promotes critical thinking. Even if you cannot teach the lesson you wanted to teach that day, at least students are still engaged in a learning exercise.

website used: http://www.scholastic.com/teachers/classroom_solutions/2011/05/film-as-a-springboard-to-writing-in-the-ela-classroom

EasyBib Promoting @thenerdyteacher

Nick Provenzano, otherwise known as "The Nerdy Teacher" was interviewed by EasyBib about his views on technology in the classroom. He talks about learning one tech tool at a time in order to prevent overwhelming the students or teachers who are trying to learn about technology. He advises teachers not to be afraid to fail in front of their students when using technology, because it is a learning process. His favorite technology to use are: EasyBib to teach students about scholarly research, Evernote, and Remind.
He also talks about the importance of making sure that the technology being used aligns with ISTE, Core Curriculum, and ASSL Standards. All of his advice was sound, but I found that his most important point was when he told teachers to not base lessons around the technology they want to use. Instead, incorporate the technology into the lesson so if it does not work on the day of class, the lesson can still be taught. I have had so many teachers who have wasted valuable class time fiddling with technology and calling for technical support when they cannot figure it out. Twenty minutes ends up being wasted and they end up "modifying"(cutting out important information) lessons to make up the time.
This was the first blog I have ever read by the Nerdy Teacher, but I will definitely read more of his insightful knowledge about technology used in classrooms.

website used: http://info.easybib.com/how-to-embrace-and-implement-ed-tech-slideshare?utm_campaign=Nick%20Provenzano%20AMA&utm_content=14109117&utm_medium=social&utm_source=twitter

Reflection on Karl Kapp's Gamification Video

Karl Kapp describes gamification as a motivator for students to learn. He starts by describing a physical game board and its elements which all come together to create a fun environment. Then he takes the elements he described and puts them into technological terms such as game pieces become "avatars". The idea is, as long as the game has competition and cooperation, students will be excited to learn. Interestingly, he mentions that the word "gamification" was coined in 2002 by Nick Pelling but did not catch on until 2010. Even as I write this, spell check does not recognize the word "gamification". He also explains that learning games and simulations are not considered gamification. Instead, he describes gamification as a continuum ranging from points being added to an activity, to playing a game of real life HALO.

Before I saw this video, I was still skeptical about the benefits of gamification in the classroom, even if I have been immersed in gamification all semester. However, he made me hopeful that I can incorporate gamification into my literature classes to hopefully get students engaged in read a text. Getting a student to read their texts is going to be the hardest part of being a literature teacher because without reading the texts, there is no point in teaching a lesson for the text. I would use the leader board example that Kapp talks about. I will create short quizzes after each reading and create a leader board in which at the end of each week, the student with the most points would win a prize. His video has really inspired me to create ideas for gamification in my classroom and I can not wait to implement them.

website used: https://www.youtube.com/watch?t=21&v=BqyvUvxOx0M

Informing Students About Drugs

Nancy Barile's, "Educating Teens About Drugs--The National Institution on Drug Abuse" discusses being a teacher and seeing students abusing drugs all around her. She realizes that the 70s aided in the perception of drugs, glorifying them as something that cool and laid back people do. Parents often try to alert their children of the dangers of drugs when they are young, but this often is not enough. Barile mentioned that the books, "Go Ask Alice" and "Jay's Journal" are novels that describe the lives of drug abusers in vivid terms. These books are sometimes enough to scare a child away from drugs. However, when this is not enough, Barile recommends the website, Scholastic's Heads Up, which provides a lot of information on drug statistics, videos and real life stories.

Barile also recommends Al-anon and Alateen facilities to help teens with drug problems. Often times teachers will not know what to do with students they suspect are on drugs. Taking the time to establish an open and trusting relationship with students is important for teachers. Students who do not have good relationships with their parents need to know they can turn to someone, and I believe that it is a teacher's job to act as a second parent when at school.
 
website used: http://www.scholastic.com/teachers/classroom-solutions/2011/02/nida

Teaching Students with Autism

I am currently taking a class about educating students with special needs. The information I am learning in that class has caused me to take great interest in finding out more about autism. So when I saw Kim Greene's blog post, "Teaching Students with Autism Spectrum Disorder," I was very interested in learning more. She explains that in today's schools one in every 68 students are diagnosed on the autism spectrum, according to the Center for Disease Control and Prevention . In addition, boys at five times as more likely to be autistic than girls. Because autism appears in many forms and difficulties, a spectrum has been created for diagnoses called the DSM-5. Putting a student on the spectrum helps to decide what type of services are needed for the child.
This article interested me because it stated that apps can be used for some children with autism. I found this interesting because I was always under the impression that technology was a difficult thing for those with autism to grasp. However, technology is used diligently because doctors do not want students with autism to use it as a crutch.
Greene then goes on to list strategies to work with and teach a student with autism. The first is using visuals such as "if/then" cards to promote good behavior because often times people with autism do not understand social cues and rules to be courteous in public. A structured day also helps a person with autism not to get distracted or feel uncomfortable moving about their day. To improve social skills, teachers can tell stories that make learning them relatable to the student. Two other strategies are keeping lessons simple and taking breaks as to not overwhelm a student.
Reading about these strategies was very interesting because they seem simple and like common sense for some people but integrating these strategies into teaching takes understanding and patience. The more I learn about autism, the more I would like to teach students in special needs classes.

website used: http://www.scholastic.com/teachers/article/supporting-students-autism-specturm-disorder

Undocument Students and Their Relationship with Schools

A recent lesson was taught in on of my education courses about undocumented students. In this class we heard a story about a student who found out he was undocumented when he went to go apply for a passport because his school was taking a trip to Japan. He was shocked to find out his documents were not real and turned to his favorite teacher for help. She immediately changed the trip destination from Japan to Hawaii so he could go. Teachers like these inspire me because when she found out she had an undocumented student, instead of turning him into the authorities, she did her job as an educator and did her best to educate him to the highest degree.

"The Silent Problem: The Plight of the Undocumented Student" by Nancy Barile sheds light on a problem that almost all undocumented students face. After graduation, many undocumented students are unable to receive scholarships to afford college, therefore they do not go to college. Barile's research found that an estimated 65,000 students out of the 2.8 million that graduate will not go to college based on being undocumented. Only ten states allow undocumented students to apply for in-state tuition , while the rest make these students pay the international cost.

The Dream Act is a bill that, if passed would help many undocumented students to obtain citizenship and attend college under the in-state tuition category within a six year time period.
As a future teacher I believe all kids deserve the chance to learn. Most undocumented students are brought tot he United States at a young age, they can not help if they do not have proper documentation. Helping them to get it would help hard working students to receive the opportunities they deserve and help the United States utilize all their hard working citizens.

website used: http://www.scholastic.com/teachers/classroom-solutions/2010/09/silent-problem-plight-undocumented-student

Good Behavior

Alison Baker's blog post, "Child Behavior: Tactic for Good Behavior" discuss strategies to get students to behave well. The targeted age for these tactics is Grades Pre K-8th, however, they can still be used for high school students. Her first strategy is the use of rewards in classroom such as stickers, praise and prizes. In the high school setting when stickers do not really cover it anymore, there are still ways to motivate students. I know that I was motivated with simple praise because if a teacher liked my work I would not want to disappoint their expectations on the next assignment. There is also the strategy of offering bonus points for good behavior and well written assignments. If students know that they can get bonus points to add toward future assignments they may not do well on, is an incentive or them to try hard and behave well.

For chatty classroom, she encourages praise for good behavior again, but also notes that teachers should look at the layout of the classroom to see if moving students around would help stop the chatter. I know that when I was in high school, it became apparent after the first week, who the best friends in the class were. Moving the students around without targeting them specifically would provide a nonchalant way of stopping the talking. If students know they are being moved for a specific reason, this may cause resentment and resentment would not encourage goof behavior.

Finally, she explains that asking elementary school children why they are upset during a tantrum may not be the best tactic. Instead, offering opportunities to calm themselves down such as grabbing a drink of water or taking deep breaths with the teacher could help. For high school students, I would recommend having them take a drink of water, that way they can leave class to calm down without feeling like all eyes are on them. This could be risky depending on what they are upset about because if the student is angry at another student in the school, they could leave the class to go find them. Therefore, assessing the situation for high school students is important.

website used: http://www.scholastic.com/teachers/article/child-behavior-tactics-good-behavior

Technology and At Risk Students

Dr. Frank Smith's article "5 Strategies to Reach At Risk Students with Technology" shows that students do not all learn in the same way. Technology helped students that were in risk of failing by engaging them in ways that they had never been engaged before. Smith explains that availability of devices and a strong internet connection is important because those students who learn better with devices will need them to be available. Another strategy is to use the technology in a way that will use the students creativity and get them engaged instead of spouting out information. This was an important strategy in my opinion because I remember an online class I had that required us to sit and watch hour long lectures then answer questions about it. There was no time in the lecture for me to be involved or do an activity that would help me remember the information, therefore I hated the class. Another important strategy was to make sure the teacher is still involved and helpful while the students use the devices because this promote trust in teachers and makes the student know that the teacher is always there for questions or for synthesizing information that may not make a connection with the student simply through the device. Finally, Smith says that showing students how technology can create things will engage those learners who need hands on experience with materials. He references a study in which students grasped material better when creating a website about it as opposed to students who wrote a research paper about it.

Website Used: from Twitter http://www.edtechmagazine.com/k12/article/2014/09/5-strategies-reach-risk-students-technology

Gamification and Standardized Testing

Nancy Barile has the right idea in using gamification to review for Standardized Testing Week. Instead of intensely trying to hammer the information into her students last minute and stressing everyone out in the process, she makes reviewing fun. In her blog entitled, "Getting in the (State Testing) Game" she describes using a trivia game that gets all of her students involved to review key concepts that they might have shown weakness in during previous testing. Students are in groups but each student must answer one question in a pile of questions before the next student can answer a question. The first team to get through their pile of questions wins. She uses this game through out the year and I definitely feel her strategy follows the intent of gamification perfectly. Students remain engaged in learning and  reviewing in a fun and memorable way that will definitely help recall ability when taking a test. Instead of sitting through a boring lecture, students will want to know why they got a question wrong in the game, therefore promoting interest in a topic. Her game is called MCAS and there is a link in her blog in which an example of the game is given for any teachers that want to follow her lead.

Website Used: http://www.scholastic.com/teachers/classroom-solutions/2010/10/state-testing-just-one-big-game

Making Movies

Nancy Barile's article, "A Teen Soap Opera to Learn SAT Vocabulary" is a great example of using technology in the classroom. She had her students, who often spoke English as a second language, write and produce their own soap operas to learn their SAT vocabulary. Each week they had to use fourteen vocabulary words in the dialogue of their screen play. This allowed for vocabulary to be learned in a fun and creative way. When the screen play is produced, the context in which the vocabulary is used in dialogue will stick in their heads and allow them to remember the meaning of each word.
This lesson is a great example of using technology in the classroom. It also gave me another idea about how to incorporate technology into literature lessons. I could have students take Shakespeare's plays and modernize them into a short film. Not only would this help in understanding Shakespeare's often confusing language by putting it into modern context, but it also helps students to remember the plays plots for future courses.

website used: http://www.scholastic.com/teachers/classroom-solutions/2011/01/teen-soap-opera-learn-sat-vocabulary

Twitter in the 4th Grade

Those who use Twitter often refer to it as social media, but now teachers can call it a classroom tool. Christina Rojas's article, "Tweeting teachers: How one New Jersey Elementary School is Embracing Twitter" acknowledges the many ways Twitter can improve schools. At Springfield Elementary, teachers are using Twitter in various ways to get parents and students involved with school. Each day students are ask to write on a piece of paper, no more than 140 characters describing their day. Then the teachers open the class's Twitter account and input student's tweets. Parents are invited to follow the class on Twitter to stay up to date on their child's learning.
Twitter is helping parents stay in touch with their children's learning and also opening up other possibilities for teachers. Some use Twitter to tweet questions to fellow teachers; therefore improving their skills as a mentor to students. Other teachers are trying to connect classrooms through Twitter and this can be classrooms from the same school or one across the country. I never realized that Twitter could be so versatile in the classroom. When I start teaching, I may use Twitter to keep in touch with parents and I would also like to keep my students up to date with assignments and answer any of their questions through Twitter since it could be more efficient than email.

tiny URL on Twitter: http://www.nj.com/mercer/index.ssf/2015/02/tweeting_teachers_how_one_nj_elementary_school_is.html?linkId=12535846
Following @ScholasticTeach

Looking Like a Teen While Teaching Teens

I will admit that I am at a slight disadvantage going into the high school teaching profession. I am pretty short, so walking through the hallways with authority may be a bit tough if I look like a teacher myself. Earning the respect of my students is the scariest aspect of teaching because I can achieve nothing without their respect. But are teenagers really that different from adults? Do they have a natural rebellious side that wants to come out. According to Andrianes Pinantoan, " most teens are simply trying to fulfill their goals socially and academically while discovering who and what they want to be and how to get there."
This article explains that teens come across as more rebellious because they have more boundaries than adults have. In pushing those boundaries, they are learning what they feel comfortable doing and what goes against their morals. Pinantoan explains that morals will never be learned if a student is not given a chance to test right and wrong for themselves. With a strong support system of family, school and community, Pinantoan explains that most teens will not feel the need to rebel, at least not to the extreme extent. This article tells me that, as a teacher I should not write off the rebellious student as someone who will not listen. I will just have to work harder to understand where they are coming from and establish that I am someone they can turn to if help is needed.

website used: http://www.cerebralhacks.com/brain-myths/are-teenagers-really-more-rebellious/

Feminist Theory in the Classroom

As a Women and Gender Studies minor, Nancy Barile's blog post entitled, " Film and Feminist Criticism in the High School Classroom" shows that feminist theory can be taught in the classroom without stirring up controversy. Barile demonstrates a great way to incorporate technology into the class even if showing movies was one of the first techniques. By discussing gender stereotype and its use in media, she is starting a discussion about topics that are much discussed in college. A broader view of stereotypes opens up a variety of topics for papers and discussion. In addition, since students in this century are use to entertainment in the form of film and television, incorporating film into the topic of feminist criticism ensures that a connection between the two subjects is made.
Barile points out that once the connection was made, her students told her that watching television is just not the same, it was ruined. She feels that she did her job because now her students will not blindly watch anything and gain wrongful perspectives on men and women. They are left to produce their own opinions of the world.

website used: http://www.scholastic.com/teachers/classroom-solutions/2010/08/film-and-feminist-criticism-high-school-classroom

New Teachers and Difficult Students

Nancy Barile's blog, "Classroom Management--Kids Speak Out" peaked my interest because soon I will be substituting at a high school with a very weak discipline policy. Being short and looking like a student myself, because I am one, I find it very scary to think about the possible difficult students I could face in the classroom. Barile managed to turn her two worst students around and into A students. She used their help to gather student's perspectives on what good classroom management entails.
Apparently a test that students will do to figure out if their teacher is a push over is to ask to go to the bathroom. They would stay out of class for a long period of time and if they came back and the teacher does not say anything, then they are a weak teacher. Those teachers will face more boundary testing then a teacher who calls the student out on their infraction.
After hearing all of the students' opinions, Barile made a list of rules teachers should follow in order to promote respect in the classroom. The list included having high expectations for every students because students need to feel like their teacher believes in them. It also said to establish rules right away and enforce them. However, humor is important because not all students react to strict teachers. This article really clamed my nerves about dealing with difficult students. I saved the article and plan on memorizing her suggestions and utilizing them as best as possible.

Site Used: http://www.scholastic.com/teachers/classroom-solutions/2010/08/work-past-time-catch

Music Used for More Than Just Dancing

When I study or do homework, I usually listen to classical music or Tibetan Singing bowls. I heard these forms of music were good for concentration because there are no lyrics to listen to. My eigth grade teacher use to put on classical music while we read in class; I believe she started my interest in classical music. Andrianes Pinantoan says in, "Can Music Improve Your Memory?" that music can do much more than just help concentration. Music can help people learn a new language, and help with medical issues such low blood pressure, Alzheimer's, and depression. According to Pinantoan, children who listen to music or are taught music at a young age show signs of a higher IQ and better memory skills compared to those who do not have any association with music.

The genre of music listened to is important as well because music effects a person's emotions. Pinantoan sites an experiment with rats to exemplify music's effect on emotion. Rats who listened to angry rock music ended up eating each other. Classical music showed positive results in various cases that Pinantoan discusses. It produces calming emotions that can help addicts who are trying to stop using, and can help people who are depressed produce happy endorphins.

Classical music is more useful then just having background noise that is not distracting. I will keep using music while studying and doing homework because it is calming. If it is also helping my memory or mood, this is great too.  I will put it on in the background while teaching class in hopes of promoting interest in classical music to my students.

Site Used: http://www.cerebralhacks.com/brain-exercises/can-music-improve-your-memory/

Teaching Literary Criticism

Having been an AP student in high school, Nancy Barile's blog entry, "The Art of Literary Criticism" peaked my interest because it was about how she taught her students the tools to close reading. She started by providing her students with examples of literary criticisms about a story they had to read. After doing this several times for different readings, she asks them to write an essay based on the prompt she gives them that focuses on aspects of literary criticism. Then at the end of the year she asks them to write a literary criticism of a novel without giving them any prompts.
Barile also asks the students to keep journals as they read in order to keep track of the plot and their own thoughts.
 The way Barile breaks down the process sheds light on the way all lessons should be broken down, which is thoughtfully. I know I can write a literary criticism without hesitation, but that is only because the concept is engrained in my memory. Teaching literary criticism to someone who has no idea what it is, would be difficult, but the way Barile breaks down the concept makes things more understandable.
website used: http://www.scholastic.com/teachers/classroom-solutions/2011/04/art-literary-criticism

Memory in the Classroom

Andraines Pinantoan discusses how memories are formed in, "How Memories Form-And Why Should You Care". We all probably know the basics. There are long and short term memories and often memories can be activated by a sound or smell. However, Pinantoan points out that memories are not always accurate because they can be influenced by other memories. These other memories could have occurred around the same time, in the same setting, or might have been a similar situation that caused facts to get mixed up.
Pinantoan's emphasis on sound, smell and setting influencing memory, gave me multiple ideas on how to run my classroom. I have been told in the past to study for each of my classes in different parts of my house in order to better remember the information I take in. If I had a math test, I could better remember a practice problem if I envisioned myself in the kitchen where I studied. But if I had a history test, then I would envision my living room because I studied for history in there. However, why use this strategy just for studying? In my classroom, I could utilize these memory tricks to help my students retain the information they learn through out the year. For each section taught, I could have the desk arrangement, posters, classical background music, and even air fresheners change when I switch to a new section.
I hope that in doing so, my students will be able to recall information due to their memories of the classroom setting at the time the lesson was taught.
website used: http://www.cerebralhacks.com/education-learning/how-memories-form-and-why-you-should-care/

Exploring Methods of Discipline

Andrianes Pinantoan makes a good point in her article, "Why Discipline is Overrated" when she points out the fact that parents and teachers are losing their footing in discipline. The threat of getting sued by a child or parent for trying to discipline a child increases every day. I have asked my self on many occasions how I would keep control of my classroom or discipline my kids without overstepping the ever-enclosing boundaries of appropriate discipline.

Pinantoan argues that the reward system does work well in getting kids to behave well. If the reward is given out sporadically and not every time the child does something then they will be encouragd to keep doing the task. However, if rewards are the only reason the child is doing something then they are not learning good morals. They are learning to do something in order to get something, instead of doing something simply because it is the right thing to do.

I am not a parent or a teacher yet, but when I am, what will I choose? I hope that I can teach my kids and students good morals through praise and explanation. But I have seen parents give in to the easy method of just handing the child a reward or taking something they love away without explaining the significance of their actions that caused the reward or punishment. I believe communication is the best way to handle any situation. A child should be told when they are doing something wrong but also what they are doing right.

website used: http://www.cerebralhacks.com/education-learning/why-discipline-is-overrated/

My Future Role As A Teacher: Effects of E-Learning

Dana Rosen's article, "From Chalkboards to Chat Boards: What Will E-Learning Look Like in 2075" forced me to accept that my current vision of what teaching will be like is partially skewed. As a future literature teacher, I envisioned sitting in a circle with my class, and guiding them through a discussion about the book we are reading. I envisioned myself as the sole provider of information, the one that the students looked to for help.

With a mixed sense of regret and relief, I realize that my vision of the classroom needs to be revised. Rosen points out many technologies that will make my job easier when teaching. However, I must admit that I am not a very technology oriented person and it is kind of defeating to know that a computer can replace me as a teacher. Rosen's final words scared me when she said that schools could become obsolete due to the ability to learn online, but she did reassure me by pointing out that teachers can still be utilized in other way such as mentors.

I am interested in learning more about what technology can do for me when teaching literature. Although I am old-fashioned and like to read actual paper books in order to scribble notes all over the pages; I know that not everyone learns the same way as me. I look forward to inspiring my students to love reading with the help of this technology.

website used: http://www.edudemic.com/chalkboards-chat-boards-will-elearning-look-like-2075/

Freeing Poetry from Its Bad Reputation

           It seems that every time I am in a literature class and the teacher announces that we will be doing poetry, not only do the students seem to cringe at the thought, but the teacher as well. Students seem to want to run away from poems because the answer of what it is about is not plain to see. I personally love analyzing poetry because I can appreciate a writer more when they create a clever puzzle with their words.

High school English teacher Nancy Barile understands the fear that students can have when approaching the unknown rhelms of poetry. She created a thought out introduction to poetry that shows students how interesting it can be to figure out each lines meaning. She starts with Sylvia Plath's "Metaphors", then John Donne's "Computations", moving onto Emily Dickinson's "It sifts from Leaden Sieves" until finally she finishes up with Andrew Marvell's "To His Coy Mistress".

For the first three poems she guides the class through the poem and makes them contemplate how title coincides with the lines of the poem. For the last poem she had the class break off into groups and write one sentence for each stanza that sums up what the speaker is say. Her class responded really well to the approach and even reading through her explanation made me want to raise my hand and answer her questions. Until I realized I am staring at a computer screen.

I will definitely try this approach when I am finally teaching my own English class. The lesson provides a comfort starting level for students who have no experience with poetry. The teacher does not have false expectations for the class and the students are encouraged to just go with their first instinct in analyzing the poem. Once students realize how cleverly a writer can express a thought without flat out saying it, I believe this inspires students to read more poetry. Once the intimidation that poetry often produces is proven to be unnecessary, more students will be open to learning how to analyze poetry.

Website used: http://www.scholastic.com/teachers/classroom_solutions/2011/03/get-ready-for-national-poetry-month

Portland Maine Problem Solvers

"Portland Maine Problem Solvers" is a great example of how the right kind of teaching can produce the right kind of learning. Every year teachers get their classroom plans together in hopes of fulfilling school curriculum guidelines. However, each year is a different group of students with varying styles of learning. These guidelines seem like they have good intentions, but how successful can a classroom be if a teacher does not have the freedom to decide what curriculum would best fit her class this year. It seems to me that each year a teacher's freedom and a students' creativity is stifled, all in the pursuit of passing state exams.

But state exams should not be the end all be all of deciding how a school is run or how a student learns. The future is what matters, the end all be all is what students do with their knowledge to better society. It is clear from the student interviews at Portland Maine Middle School, that straying away from the standard curriculum was an inspiring idea. Expeditionary learning asked kids to get out of their comfort zone and ask teachers to enter uncharted territories in learning. Even though the students were reluctant at first to build robots and study wind turbines, they soon became invested in learning as much as they could to make the best inventions they could. The tasks given to them not only provided an interesting way to learn about engineering and inform them about the problems society is facing, but it is showing them that they can make a difference.

These students were shown how rewarding it could be to enter a job in the engineering field. They also gained practice with collaborating with team members and improving ideas, which ultimately prepared them for the real world. They know now not to give up and to keep communicating to improve their ideas. If expeditionary learning spreads across America, our future generations could be the ones to figure out ways to save resources, purify water in low income countries, and bring new eco-friendly power supplies to the world.

The first step is getting the kids interested at a young age. Portland Maine Middle School student are on the right track to become influential members to society.
Website used: http://vimeo.com/68323188

Welcome

Hello,
My name is Megan Sanders.
I am a student at Stockton, taking Instructional Technology.
This blog will contain my assignments from the class.
Enjoy!