Category Archives: teaching

Discovering the Wonderful World of Wiki’s: Part 1

Posted on by under 21st century learning, humanities, inspiration, teaching, Uncategorized, Wikis

Wordle: WIki
I consider myself pretty tech savvy, but I haven’t until now delved into the world of Wikis. Sure like the rest of the internet using world I have used Wikipedia, and  I have also seen them used to a great deal of success by my PLN on twitter and have visited various Wikis that archive twitter chats, but I haven’t ever created a Wiki or used one in a class. That is all about to change and I am so grateful to Shelley Paul @lottascales and her 23 things class for pushing me in the Wiki Direction.

So for those of you who are new to Wiki’s like myself I thought I would chart my learning process. I began by viewing this video: Intro to Wikis and by exploring some great Wiki’s Shelley had selected for us. I really appreciated Thousand and One Flat World Tales where I found the stories written by Korean students incredibly insightful and informative given my ESL teaching experience with our wonderful Korean students. What I most liked about Wiki’s is the ability for many people to collaborate in real time and to create something together. I plan on using a Wiki with my ESL History students this year and may even start one to help students find resources for their research papers.

A few other interesting Wikis for those teaching Social Studies:
Resources for History Teachers is an award Winning wiki with boatloads of great resources. I found the APUSH resources especially good.

Cool Tools For Schools is another award winning Wiki that is incredibly well organized and links to tools students can use to collaborate, create presentations, film and edit movies, record podcasts, organize projects, and stay on top of homework.

So what is your favorite Wiki and how do you use them in your classes? Leave a comment to start a conversation!

Please be a teacher: A Response to Warnings and Resignation Letters

Posted on by under habits of lifelong learners, inspiration, teaching, teaching literature

The last couple of weeks have been rough in terms of the media coverage of the teaching profession. First there was Jerry Conti’s Resignation Letter and then Randy Turner’s A Warning to Young People: Don’t Become a Teacher. 

Each article paints a bleak picture of the teaching profession today and an even bleaker picture of the role of the humanities teacher in today’s education system. As Conti writes:

I am not leaving my profession, in truth, it has left me. It no longer exists. I feel as though I have played some game halfway through its fourth quarter, a timeout has been called, my teammates’ hands have all been tied, the goal posts moved, all previously scored points and honors expunged and all of the rules altered.

First a disclaimer: I teach at an Independent School where we do not face near the number nor depth of challenges facing by my public school teaching peers.  All students of any tax bracket face struggles and ours are no different. But they come to school every day well-fed, confident of a safe home, and with the resources, technological and otherwise, to be able to focus on their studies. Furthermore, Independent School teachers have an immense amount of control over their curriculum including what content we teach and what kind of assessments we give. Standardized tests do not drive our curriculum although the SAT and AP tests are extremely important to our college admissions minded population. Certainly, we have been under a tremendous amount of pressure to adopt “21st Century” practices, but how we adopt them is not mandated by the state.

I know, mainly from my friends who do teach in public schools, my PLN on twitter, and the media that the past 10-15 years have posed tremendous challenges and that recent reform impulses  have frustrated and disheartened too many teachers. I cannot speak for their experience or to their frustration, and frankly it would be incredibly unjust and arrogant for me to even begin to try to address these concerns in this post. Instead, I am just going to outline the reasons why, despite so much evidence to the contrary, talented  young people interested in social justice should still go into teaching and why it is the most fulfilling, life affirming job anyone could choose.

I fell into teaching somewhat accidentally. Just having finished my masters in American Studies at UVA and considering law school, I was lucky to get a part time job teaching Upper School English in 2002. I was looking for a job, but what I found was my calling. And that is what teaching is, not a job or a profession, but a calling. I was lucky to find mine at an early age, and it has been, aside from my children and family, the true blessing of my life.

The sacred relationship between student and teacher based on the shared experience of learning is the main reason why despite all the negative press teaching is still one of the best and most rewarding jobs in the world. Where else could I get to spend all day talking about books, words, and ideas with students whose eyes are just opening to the possibility and importance of all of the above? What other job offers the opportunity to start over every year and a new chance to get “it” right? Where else does one spend all day being asked questions about everything from the mundane i.e. what is the assignment to the transcendent i.e. what makes a meaningful life? Every day is new and every year is new, a new chance to learn and to teach, a new opportunity to grow and develop strong, caring, intelligent, well-educated future citizens.

No one goes into teaching for the money or the accolades.  We teach to help young people realize that learning matters, that knowing your world is as important as impacting it, and that empathy is the most important of all human virtues. We teach to change the future and the present. Furthermore, we teach in America because we are patriots and as Thomas Jefferson famously stated “an educated citizenry is a vital requisite for our survival as a free people.”

“Democracy” as FDR argued,  “simply cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.” This has not changed and nothing, not the Common Core, not the well intentioned if sometimes misinformed reform movement, or the emphasis on standardized testing in public schools will or can ever change the primacy of the role education in our country.

So to those who think that teaching is just too hard or that the system is just too irrevocably broken, I say this: The “profession” as Conti suggests may not be what we want it to be right now, but the calling-that’s timeless and no disfunction in the educational system will ever destroy it.   So please future teachers everywhere, for the sake of our country, our children, and our world, become teachers. Certainly, go in with your eyes wide open. Know that you’re facing huge challenges and that one of the biggest will be societies lack of respect for the excellent work you will do. But also know this, there is no more meaningful, albeit frustrating and challenging job you could have. You may never be able to change the world of education as much as you might want. You may find yourself hopelessly frustrated with the system, but I guarantee you will change lives for the better including your own.

Pass it on: On The Importance of Owning Knowledge in the Digital Age

Posted on by under 21st century learning, amstuds, habits of lifelong learners, humanities, inspiration, reading, teaching, teaching literature

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Let me start by saying, I am a fan of Tony Wagner. I follow him on twitter, and I read and enjoyed his The Global Achievement Gap. He is a wise man who makes many good observations about education, but continually I have balked at his theory that owning knowledge is increasingly less important in the digital age. Recently, in a op-ed for the New York Times. Thomas Friedman quoted him as saying:

“Because knowledge is available on every Internet-connected device, what you know matters far less than what you can do with what you know.

This sentiment is echoed throughout the modern dialog about education and exemplified in the new common core standards currently driving public school reform.  Consider this quote from The Innovation Unit:

Now that many mobile phones can access more information than is held in any library, the idea of school as the place you go to acquire knowledge is an anachronism.

Perhaps it is because I am at heart an English teacher or maybe it is just my own education, but to me the idea that we no longer need to own knowledge because we can always google the answer to any question  is depriving education and, for that matter educators and students, of soul. Of course developing 21st century skills is a vital and central part of education today, but the seeming acceptance that schools are not a place where students acquire knowledge both for its own sake and for their own edification as human beings is detrimental to the entire educational process and to our students.
Luckily, although my school is determined to educate students for the 21st century and impart 21st century skills, we have not moved away from the belief that the students do actually need to own knowledge. We are not forced simply to show children how to use the mountains of information at their finger tips. I am allowed and encouraged  to turn kids on to books, words, and histories that will inform their being and to hold them accountable for the knowledge we impart in our courses. While analysis is key and central, students are expected to leave our class knowing basic civics including the bill of rights, the separation of powers,  a few poems by heart, and the basic trajectory of all of American History. We hope they leave with more, but our goal  is to make them active, curious and engaged citizens.  To become engaged citizens, they must possess more than a device to access knowledge. They must own knowledge itself.

As Hector, the incredibly flawed yet idealistic old school teacher  from Alan Bennett’s The History Boys who believes in knowledge for its own sake, articulates:

The best moments in reading are when you come across something — a thought, a feeling, a way of looking at things — that you’d thought special, particular to you. And here it is, set down by someone else, a person you’ve never met, maybe even someone long dead. And it’s as if a hand has come out and taken yours.

You can’t google that experience, and you can’t duplicate it by looking it up. You have to experience it, and you have to have teachers who help you acquire to knowledge to access that skill, that level of empathy. How can one truly know and love a poem if he/she can’t recall from memory two or three lines? How can you understand history if you don’t know some major dates and ideas without turning to wikipedia?

Another great moment in the play comes when one of the students expresses his hatred for poetry. Hector explains that what he is teaching these boys isn’t for any test. He tells them “to learn it now, know it now and you’ll understand it whenever” they need it. They are, according to Hector, “making their deathbeds.” It is because education is about so much more than test preparation and 21st century skills. It is about preparing for a life of meaning, and I do not think any student now matter how good their 21st century skills are can find that on a search engine.

So on this point, I have to respectfully disagree with Tony Wagner and his echoes. Students do need more than just schools that teach 21st century skills. They need schools to be places where they acquire knowledge. They need help “making their deathbeds” and preparing for a life of meaning.

Marking Up Texts: Our Methodology

Posted on by under amstuds, habits of lifelong learners, studentwriting, teaching

In our class, we regularly check our books and count book check grades when calculating our participation. We use the following 10 point scale:

  • 9-10  Significant Passages of the text are highlighted/underlined with key words circled and marginal notations are meaningful and consistent throughout the assignment.
  • 7-8 Significant passages are highlighted/underlined and some marginal notations are evident.
  • 6  Some underlining/highlighting is evident although it is inconsistent and there are few, if any, marginal notations.
  • 4-5  Student brought their book, but did not highlight or underline.
  • 0-3  Student did not bring a book.

We let students develop their own methods and are quite open to a variety of different styles. Some use highlighters, others different colored pens. Some keep notes in the front pages of their books, and some rely solely on the margins. Our guidelines are much less exacting than the method of my 11th Grade American Literature teacher and personal teaching hero Marie Stone, who would merely have us turn to a page and grade us simply on whether we had the correct passage marked, had written character names and key themes at the top, and taken notes in margins that met her criterion of what was important.

Yet like Stone, we require our students to consistently mark up their texts. We do this for a variety of reasons, and, in fact, using it as a way to hold our students accountable for the reading is perhaps the least important. We insist our students master this skill during their junior year  because it is the best mechanism we have for making them engaged and active readers.

Throughout my 10 years of teaching, I have found that there is a direct correlation between my best students and those who demonstrate active reading by annotating their texts. In fact, it is nearly always the case that our students overall grades almost exactly mimic their performance on book checks. Of course those students who consistently score well on book checks are the most diligent, but more importantly, they are the most engaged and have the best command of the material. It isn’t so much that they have an easier time recalling the text or finding salient passages to augment their points in our discussions or when writing papers, they do, but more importantly they demonstrate the critical thinking skills necessary to dig deeply beyond the surface of the text and make the broader connections necessary for success in our course and beyond. Through developing a method of annotating texts that works for them, they gain possession of the active reading skills that will serve them well as they continue the lifelong process of learning.

IN DEFENSE OF THE OLD: MARKING UP TEXTS

Posted on by under amstuds, habits of lifelong learners, humanities, teaching

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As a humanities teacher who regularly checks and grades my students’ texts based on how well they have marked them up, I was recently dismayed to read an article by Anna Murphy which appeared in Time Magazine seeming to denigrate the whole process of marking up a text.

 Ms. Murphy cited a comprehensive report released by the Association for Psychological Science, the authors, led by Kent State University professor John Dunlosky which argued that:

Highlighting and underlining led the authors’ list of ineffective learning strategies. Although they are common practices, studies show they offer no benefit beyond simply reading the text….Nearly as bad is the practice of rereading, a common exercise that is much less effective than some of the better techniques you can use. …Highlighting, underlining, rereading and summarizing were all rated by the authors as being of “low utility.”

I am not sure how they were testing the “utility” of this skill, but it seems to me that they missed the proverbial boat. This article suggests that the study merely examined the relationship of certain reading skills including highlighting to test performance, and I would concur that as a study aid on its own highlighting/marking a text doesn’t fully prepare students for tests absent other study skills.

But marking up a text is far more than a mere study skill; it is an integral habit of lifelong learners. It is a way to engage with a text and learn to think critically. Furthermore, it is a means by which each student can keep track of his/her own thoughts and educational development. These markings provide a snapshot of what a student thought was important at a specific moment.

I think perhaps that what the study examined were students who merely highlighted and weren’t in fact engaging actively with the text. These students seem to have been using their highlighting merely to “draw attention to individual facts,” instead of using the margins to make connections both among different ideas and different texts. In short, it seems that perhaps the study examined students who really didn’t know how to mark up a text, but instead of critiquing the methodology they condemned the method itself.

Further Reading:

All Books are Coloring Books

How to Mark a Book