Want to make a Big-Bang in science education?
Tap into the Space Telescope Science Institute's curriculum based
on discoveries being made by the 17,500 MPH traveling looking glass!
(AKA - Hubble Telescope)
To read the full article from Edutopia ~ Click here.
To begin utilization of this amazing tool to teach science in your classroom,
click here.
Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts
Tuesday, September 22, 2009
Wednesday, January 28, 2009
A Call for Change
“We See computers everywhere but in the productivity statistics”
Robert Solow
WHY?I believe Paul A. David’s 1989 essay, “Computer and Dynamo: The Modern Productivity Paradox in a Not-Too Distant Mirror” revealed the answer. Mr. David illustrated the lag between innovation and application by highlighting the time and effort involved to move from Thomas Edison’s invention of the light bulb in 1879 to electricity finally supplanting steam as our nation’s primary power source well into the next century.
“One of the major breakthroughs facilitating the changeover was how buildings and assembly lines were redesigned and managed. In essence, the entire manufacturing process had to be reconfigured.”
Reexamine the last two sentences substituting the words schools, curriculum, taught, and educational.
“One of the major breakthroughs facilitating changeover was how schools and curriculum were redesigned and taught. In essence, the entire educational process had to be reconfigured”.
If teachers are the gatekeepers of educational change, then we must reinvent the way we teach the teacher.
Robert Solow
WHY?I believe Paul A. David’s 1989 essay, “Computer and Dynamo: The Modern Productivity Paradox in a Not-Too Distant Mirror” revealed the answer. Mr. David illustrated the lag between innovation and application by highlighting the time and effort involved to move from Thomas Edison’s invention of the light bulb in 1879 to electricity finally supplanting steam as our nation’s primary power source well into the next century.
“One of the major breakthroughs facilitating the changeover was how buildings and assembly lines were redesigned and managed. In essence, the entire manufacturing process had to be reconfigured.”
Reexamine the last two sentences substituting the words schools, curriculum, taught, and educational.
“One of the major breakthroughs facilitating changeover was how schools and curriculum were redesigned and taught. In essence, the entire educational process had to be reconfigured”.
If teachers are the gatekeepers of educational change, then we must reinvent the way we teach the teacher.
Thursday, February 14, 2008
Why Johnny Can't Read
My job affords me the opportunity to unobtrusively observe teachers and students in their natural environment. Often, what I witness makes me proud to be an educator. Unfortunately, today was not one of those uplifting occasions.
A 1st grade teacher had dropped off her students to work in the computer lab on an educational reading software program under the supervision of the school librarian. Many of the students excitedly dove into their work. Others did not. Upon further inspection I discovered several of the apprehensive children had not mastered a single learning objective the entire year! The librarian shared my concern and asked how she could help. We made what modifications the program would allow, but it was clear teacher intervention and remediation would be required.
When the group's instructor returned to claim her students, I listened as the librarian relayed the struggles students were having with basic literacy skills. I was crushed by the teacher's response.
"I don't care what they are doing as long as you keep them away from me for the period. Let them paint their toes for all I care. I don't think kids learn from these things anyhow (pointing toward the computers). When it comes to reading, some of them get it and some don't."
I agree with half of that statement. Some kids do "get it" without us. More than likely they come from a stable family with an above average income level. The ones that don't get it need to be taught. Isn't that what we do as teachers?
If you think this is an isolated case you are either at a very special school or have become numb to this type of outrageous behavior. Teaching is not easy. Then again, nothing worthwhile ever is.
A 1st grade teacher had dropped off her students to work in the computer lab on an educational reading software program under the supervision of the school librarian. Many of the students excitedly dove into their work. Others did not. Upon further inspection I discovered several of the apprehensive children had not mastered a single learning objective the entire year! The librarian shared my concern and asked how she could help. We made what modifications the program would allow, but it was clear teacher intervention and remediation would be required.
When the group's instructor returned to claim her students, I listened as the librarian relayed the struggles students were having with basic literacy skills. I was crushed by the teacher's response.
"I don't care what they are doing as long as you keep them away from me for the period. Let them paint their toes for all I care. I don't think kids learn from these things anyhow (pointing toward the computers). When it comes to reading, some of them get it and some don't."
I agree with half of that statement. Some kids do "get it" without us. More than likely they come from a stable family with an above average income level. The ones that don't get it need to be taught. Isn't that what we do as teachers?
If you think this is an isolated case you are either at a very special school or have become numb to this type of outrageous behavior. Teaching is not easy. Then again, nothing worthwhile ever is.
Subscribe to:
Posts (Atom)
