"Logic will get you from A to B. Imagination will take you everywhere." -Albert Einstein
The Third Teacher asserts that the best way to encourage imagination is by presenting material to stimulate the senses and describe how material is applicable over a wide range of disciplines.
Encouraging creativity essential to keep students interested in learning. Sir Ken Robinson, in this video clip, asserts that our modern education system actually stifles creativity, thus hindering many students from excelling. http://www.youtube.com/watch?v=iG9CE55wbtY He comments extensively on creativity and design in the book.
Emulating museums to showcase and celebrate student creative work is a simple way to demonstrate to students that their individuality and artistic creativity are to be cherished. It gives students something to be proud of, and encourages other students to support their peers in their talents and interests. At this site, the Smithsonian Institute has put together guidelines for turning your classroom into a museum. The website proposes making it a class project, involving students in all aspects of its conceptualization, creation, and maintenance. http://www.smithsonianeducation.org/educators/lesson_plans/collect/crecla/crecla0a.htm
Creating an interdisciplinary curriculum appeals to different students' strengths. This video, created by students, showcases how exposure to many disciplines can be beneficial. The project itself is an interdisciplinary one, combining public speaking, technology, visuals, and music. http://www.youtube.com/watch?v=y5aVzUAJ7hA
Tuesday, September 21, 2010
Rewired Learning
Chapter 8 is the final chapter in The Third Teacher and it acknowledges the daunting fact that we're becoming so advanced technologically, that kids are losing out on the "hands on" experience. This is especially bad for the engineering and science fields. Why? The hands on experience allows for students to fail, and then learn and understand first hand why that happened. Failure is a great learning tool for students, and when they always get it right the first time, they aren't learning anything.
This chapter discusses the balance between technology and in-class learning. We need to allow our classroom to expand outside the walls but maintain the classroom setting. Do not allow technology to dictate how your classroom is run, but rather dictate how technology can be an asset in your teaching. What this means; keep up with technology and don't become obsolete.
This chapter discusses the balance between technology and in-class learning. We need to allow our classroom to expand outside the walls but maintain the classroom setting. Do not allow technology to dictate how your classroom is run, but rather dictate how technology can be an asset in your teaching. What this means; keep up with technology and don't become obsolete.
Learning for all; what does this mean?
In Chapter 7 of The Third Teacher, it discusses how as teachers we need to adapt to our students. Learning for All does not actually mean Learning for All. It examines how it is more of a concept/dream than anything and this chapter gives insight oh how to approach and fulfill this goal.
All for one and one for all, thats how the saying goes, right? It seemed to work well for the Three Musketeers, but what about for teachers and especially students? Can we/should we apply this type of approach to teaching? Ever since we were young, our parents always told us how special and unique we were. They never mentioned that this applied to everything, even our learning style. Our learning style is just as unique or special as say, our personality, talents, and smile perhaps. Therefore, with so many different learning styles, how are we as teachers supposed to acknowledge and satisfy each individual learning style? One size fits all doesn't apply to this instance. There needs to be a balance between both of these and that is what this chapter acknowledges.
Traditional curriculum offers, to an extent, a solution to thie dilemma. First, it gives teachers an objective; teach students the skills to understand the subject matter. Second, apply this to students with different kinds of learning styles. Simple enough, right? Well, suppose 2/3 of the class is fulfilling this objective. What happens to the 1/3 that is not? This is where traditional curriculum falls short. Why? Traditional curriculum is set up to accomplish many things while assuming the students are understanding without a problem. This is where the problem lies. There is no flexibility for the students who do not understand and they fall victim to it. This method indeed has invoked learning, but not for all.
Universal Design, and I'm not talking about clothing and what not, is an approach to the design of all products and environments to be as usable by as many people as possible regardless of age, ability or situation. What does this have to do with learning for all? Well, let's take the concepts of Universal Design and apply them to learning. We'll call it, Universal Design for Learning. Wait, it already exists. Universal Design for Learning takes traditional curriculum and makes it flexible. How can this be? Easy. It takes the curriculum but incorporates three vital principles; multiple methods of presentation, multiple options for participation, and multiple means of expression. Although this is not the answer for all students, it is however a step in the right direction. Now, there are options for the students and instead of adapting to the curriculum, the curriculum adapts to the students.
http://www.cast.org/index.html
http://www.udeducation.org/
All for one and one for all, thats how the saying goes, right? It seemed to work well for the Three Musketeers, but what about for teachers and especially students? Can we/should we apply this type of approach to teaching? Ever since we were young, our parents always told us how special and unique we were. They never mentioned that this applied to everything, even our learning style. Our learning style is just as unique or special as say, our personality, talents, and smile perhaps. Therefore, with so many different learning styles, how are we as teachers supposed to acknowledge and satisfy each individual learning style? One size fits all doesn't apply to this instance. There needs to be a balance between both of these and that is what this chapter acknowledges.
Traditional curriculum offers, to an extent, a solution to thie dilemma. First, it gives teachers an objective; teach students the skills to understand the subject matter. Second, apply this to students with different kinds of learning styles. Simple enough, right? Well, suppose 2/3 of the class is fulfilling this objective. What happens to the 1/3 that is not? This is where traditional curriculum falls short. Why? Traditional curriculum is set up to accomplish many things while assuming the students are understanding without a problem. This is where the problem lies. There is no flexibility for the students who do not understand and they fall victim to it. This method indeed has invoked learning, but not for all.
Universal Design, and I'm not talking about clothing and what not, is an approach to the design of all products and environments to be as usable by as many people as possible regardless of age, ability or situation. What does this have to do with learning for all? Well, let's take the concepts of Universal Design and apply them to learning. We'll call it, Universal Design for Learning. Wait, it already exists. Universal Design for Learning takes traditional curriculum and makes it flexible. How can this be? Easy. It takes the curriculum but incorporates three vital principles; multiple methods of presentation, multiple options for participation, and multiple means of expression. Although this is not the answer for all students, it is however a step in the right direction. Now, there are options for the students and instead of adapting to the curriculum, the curriculum adapts to the students.
http://www.cast.org/index.html
http://www.udeducation.org/
"It takes a village to educate a child"-African Proverb
Welcome to Chapter 4!
Chapter 4 is all about the relationships within schools and the relationships schools have with outside people and neighborhoods. According to Third Teacher no Education book would be complete without John Dewey, "a visionary American philosopher, educator, and social critic" (Third Teacher 109).
John Dewey believes "that the school is primarily a social institution," he explains more about this is in his article:
http://dewey.pragmatism.org/creed.htm (Article 2)
The title of this article says it all "What are your kids learning?"
http://www.libertycentral.org/issue-brief-what-your-kids-are-learning
And number 32. is BUILD FOR CHANGE!
Most schools were built during the 1970s or even earlier they were built for certain reasons and they reflect the environment around them. The next article supports the change in schools:
http://www.thetimesherald.com/article/20100919/NEWS01/9190303/Schools-reflect-change
This chapter also believes that every student has a right to a school in their own neighborhood. this article supports this:
http://www.smartgrowthamerica.org/children.html
That's all folks!
Chapter 4 is all about the relationships within schools and the relationships schools have with outside people and neighborhoods. According to Third Teacher no Education book would be complete without John Dewey, "a visionary American philosopher, educator, and social critic" (Third Teacher 109).
John Dewey believes "that the school is primarily a social institution," he explains more about this is in his article:
http://dewey.pragmatism.org/creed.htm (Article 2)
The title of this article says it all "What are your kids learning?"
http://www.libertycentral.org/issue-brief-what-your-kids-are-learning
And number 32. is BUILD FOR CHANGE!
Most schools were built during the 1970s or even earlier they were built for certain reasons and they reflect the environment around them. The next article supports the change in schools:
http://www.thetimesherald.com/article/20100919/NEWS01/9190303/Schools-reflect-change
This chapter also believes that every student has a right to a school in their own neighborhood. this article supports this:
http://www.smartgrowthamerica.org/children.html
That's all folks!
"I hear and I forget. I see and I remember. I do and I understand"-Confucius
The Third Teacher focuses on environments that kids learn best in. As the quote by Confucius states movement is one of the key ways in which kids learn. So, teachers and classrooms should not restrict movement.
Ergonomic furniture is one way to let kids have freedom in the classroom:
The current furniture in schools is bad for kids! This article says that 96% of students do not fit comfortably in their desks at school.
www.ergoweb.com/news/detail.cfm?id=871
To see some pictures of ergonomic furniture:
www.perch.ie
Movement:
This is a project written by a teacher that involves movement:
http://www.google.com/url?sa=t&source=web&cd=1&sqi=2&ved=0CBIQFjAA&url=http%3A%2F%2Fwww.euce.org%2Fassets%2Fdoc%2Feducation%2Flessonplans%2Fss_6-8_EU-Movement.pdf&rct=j&q=How%20much%20of%20a%20role%20does%20movement%20play%20in%20&ei=NFyWTOHZJYKfngfCiv2RBw&usg=AFQjCNFlbufADndA0D_a5gRA93eqNfaB6A
The blog of a teacher who believes that movement is great for kids. It shares many ways that movement can be incorporated:
http://sharinwithsharron.blogspot.com/
GOING ALONG WITH GOING GREEN!
Third Teacher constantly preaches about the effect of natural lighting inside schools. In chapter 3 Third Teacher makes the emphasis on the outdoor areas of schools. The 27. way to "transform teaching and learning" is to "Naturalize play spaces." Not only bringing the outdoors in but leaving the nature on the playgrounds outside. A few websites that support this are:
Another blog!!!!:
http://playgrounddesigns.blogspot.com/2009/03/early-natural-playground-advocate-from.html
A kind of experimental website on natural playgrounds:
www.naturegrounds.org
Chapter 3 in a nutshell!
Ergonomic furniture is one way to let kids have freedom in the classroom:
The current furniture in schools is bad for kids! This article says that 96% of students do not fit comfortably in their desks at school.
www.ergoweb.com/news/detail.cfm?id=871
To see some pictures of ergonomic furniture:
www.perch.ie
Movement:
This is a project written by a teacher that involves movement:
http://www.google.com/url?sa=t&source=web&cd=1&sqi=2&ved=0CBIQFjAA&url=http%3A%2F%2Fwww.euce.org%2Fassets%2Fdoc%2Feducation%2Flessonplans%2Fss_6-8_EU-Movement.pdf&rct=j&q=How%20much%20of%20a%20role%20does%20movement%20play%20in%20&ei=NFyWTOHZJYKfngfCiv2RBw&usg=AFQjCNFlbufADndA0D_a5gRA93eqNfaB6A
The blog of a teacher who believes that movement is great for kids. It shares many ways that movement can be incorporated:
http://sharinwithsharron.blogspot.com/
GOING ALONG WITH GOING GREEN!
Third Teacher constantly preaches about the effect of natural lighting inside schools. In chapter 3 Third Teacher makes the emphasis on the outdoor areas of schools. The 27. way to "transform teaching and learning" is to "Naturalize play spaces." Not only bringing the outdoors in but leaving the nature on the playgrounds outside. A few websites that support this are:
Another blog!!!!:
http://playgrounddesigns.blogspot.com/2009/03/early-natural-playground-advocate-from.html
A kind of experimental website on natural playgrounds:
www.naturegrounds.org
Chapter 3 in a nutshell!
Monday, September 20, 2010
Physical Needs: The Basics
"Do no harm."
This, instruction #2 of "The Third Teacher," absolutely embodies the principles of the book. As an exploration of new, innovative improvements to be made in the classroom, the book begins by addressing the basic physical shortcomings of many modern classrooms.
Raffi, widely praised and recognized children's entertainer, has dedicated his life to standing up for the rights and respect of students. He is interviewed in "The Third Teacher," and I went to his foundation's website, www.raffinews.com, to learn more about his advocacy work and stance on education.
His website explained and elaborated on a very interesting concept: Raffi's 9 Principles for Child Honouring. They are as follows:
1. Respectful love 2. Diversity 3. Caring Community 4. Conscious Parenting 5. Emotional intelligence 6. Nonviolence 7. Safe Environments 8. Sustainability 9. Ethical Commerce
A specific problem in schools that the book addressed was that of air quality. Asthma is one of the most common ailments of small children, and improved air quality in schools can help to curb the symptoms of asthma. The United States Environmental Protection Agency has compiled a resource base for schools to begin air quality improvements at www.epa.gov/iaq/schools/. They identify the major culprits of air quality tainting to be leaky roofs, faulty HVAC systems, and overuse of hazardous cleaning chemicals. Their suggestions to improve air quality involve the preservation of a specific budget, the organization of a dedicated team, and the use of the EPA Tools for Schools Indoor Air Quality Kit, available on their website.
Another problem the book discusses is acoustics in the classroom. It proposes a hard front wall, to let the sound bounce off and reverberate toward the back of the classroom. To avoid an echo, the other walls should be sound absorbent. Soft furniture and carpeting also helps to absorb distracting reverberation.
The last important classroom feature that Chapter One mentioned was sunlight. Students are going to be less focused and more easily bored if they're sitting in a sterile, artificially lit space. The article "Bring It In," by Mike Kennedy, was run in the journal American Schools and Universities, and can be accessed at http://proxy.luther.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=22130856&site=ehost-live&scope=site. He suggests that schools should be constructed with north-facing windows; this minimizes direct sunlight to avoid glare, but maximizes indirect sunlight. Creative window solutions that emulate this sunlight pattern can create interesting architecture. Energy efficient windows can also help to cut HVAC costs and reduce glare.
This, instruction #2 of "The Third Teacher," absolutely embodies the principles of the book. As an exploration of new, innovative improvements to be made in the classroom, the book begins by addressing the basic physical shortcomings of many modern classrooms.
Raffi, widely praised and recognized children's entertainer, has dedicated his life to standing up for the rights and respect of students. He is interviewed in "The Third Teacher," and I went to his foundation's website, www.raffinews.com, to learn more about his advocacy work and stance on education.
His website explained and elaborated on a very interesting concept: Raffi's 9 Principles for Child Honouring. They are as follows:
1. Respectful love 2. Diversity 3. Caring Community 4. Conscious Parenting 5. Emotional intelligence 6. Nonviolence 7. Safe Environments 8. Sustainability 9. Ethical Commerce
A specific problem in schools that the book addressed was that of air quality. Asthma is one of the most common ailments of small children, and improved air quality in schools can help to curb the symptoms of asthma. The United States Environmental Protection Agency has compiled a resource base for schools to begin air quality improvements at www.epa.gov/iaq/schools/. They identify the major culprits of air quality tainting to be leaky roofs, faulty HVAC systems, and overuse of hazardous cleaning chemicals. Their suggestions to improve air quality involve the preservation of a specific budget, the organization of a dedicated team, and the use of the EPA Tools for Schools Indoor Air Quality Kit, available on their website.
Another problem the book discusses is acoustics in the classroom. It proposes a hard front wall, to let the sound bounce off and reverberate toward the back of the classroom. To avoid an echo, the other walls should be sound absorbent. Soft furniture and carpeting also helps to absorb distracting reverberation.
The last important classroom feature that Chapter One mentioned was sunlight. Students are going to be less focused and more easily bored if they're sitting in a sterile, artificially lit space. The article "Bring It In," by Mike Kennedy, was run in the journal American Schools and Universities, and can be accessed at http://proxy.luther.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=22130856&site=ehost-live&scope=site. He suggests that schools should be constructed with north-facing windows; this minimizes direct sunlight to avoid glare, but maximizes indirect sunlight. Creative window solutions that emulate this sunlight pattern can create interesting architecture. Energy efficient windows can also help to cut HVAC costs and reduce glare.
Going Green? How do We Start?
What does it mean? How do we start? Some people don't know what it means to go green. Is it just painting yourself green?
Funny Video of Going Green, Going green is more than most people believe...
http://www.youtube.com/watch?v=_hPcPEeB_Ok
Recycling waste? Using renewable energy? Driving a Hybrid? Eating Healthy? Using energy efficient light bulbs/ equipment? What does it really mean? Once we get that answer the following question is how do we start?
On the website called, PlanetGreen.com. It talks about a wide variety of ways to initiate a greener lifestyle. From Fashion and beauty to food and health. It also talks about how teachers can spread the word. The article makes a valid point, that we as teachers are the in the frontline of the distribute (War) of making a world of sustainability. The articles gives pointers of how to talk about it with your students and ways of doing it.
Do you think it is a good idea of a greener world?
Well here is the website of Planet Green. com, specifically the article "How to Go Green: School Teachers"
http://planetgreen.discovery.com/go-green/school-teachers/
Also here is an informational website of different ways of renewable energy that I thought was neat.
http://www.nrel.gov/learning/
Funny Video of Going Green, Going green is more than most people believe...
http://www.youtube.com/watch?v=_hPcPEeB_Ok
Recycling waste? Using renewable energy? Driving a Hybrid? Eating Healthy? Using energy efficient light bulbs/ equipment? What does it really mean? Once we get that answer the following question is how do we start?
On the website called, PlanetGreen.com. It talks about a wide variety of ways to initiate a greener lifestyle. From Fashion and beauty to food and health. It also talks about how teachers can spread the word. The article makes a valid point, that we as teachers are the in the frontline of the distribute (War) of making a world of sustainability. The articles gives pointers of how to talk about it with your students and ways of doing it.
Do you think it is a good idea of a greener world?
Well here is the website of Planet Green. com, specifically the article "How to Go Green: School Teachers"
http://planetgreen.discovery.com/go-green/school-teachers/
Also here is an informational website of different ways of renewable energy that I thought was neat.
http://www.nrel.gov/learning/
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