Local News Article: MN K-12 bill ups payment per pupil, cuts programs

http://www.kare11.com/news/news_article.aspx?storyid=916869

A bill was passed Wednesday March 30th, 2011 that increases the per-pupil payments to public schools, but also includes major changes in the way schools operate ending the current teacher tenure system, and banning teacher strikes.
I think that this bill is a move in the right direction for education. A per-pupil increase is needed across the state of Minnesota in most school districts.  In addition, I think that ending teacher tenure will benefit education in the end.  Even though I am going to be a future teacher, I do not agree with the current system. I believe that the administration should be able to fire a teacher that does not do a good job. That kind of protection harms the children, other teachers, and the district as a whole. I do not think a bad teacher should be able to hide behind a teacher's union contract.

Class Update: 3/31/11

Today in SPED 200 Dr. Johnson joined us via Skype from Manhattan. Although our connection was horrible, she introduced the movie we watched during the hour called Waiting for Superman. This documentary analyses the problems in American public education and specifically the problems in many urban areas. It follows students in the school system, and their hopes for winning the lottery to get into a charter school.

Andrew, Kirsten and I present next week so I had better get busy working on my presentation!

My Personal Experiences about School Organization

As a child, we moved many times, so I have attended many different schools and experienced many different schools organizations. I never went to pre-school, which is very different from today, where most children attend pre-school or an early childhood program. My first experience with school was when I entered kindergarten. At that time most elementary schools included levels K-6 grade. When we moved to Oregon, I was in 5th grade, which was at the elementary school, but it was year-around school. The school was divided into groups, and there was a rotation schedule.  I personally still favor year-around school for many reasons, the biggest was that we did not have that long three-month span of no school; it was distributed evenly through out the year. I thought this was more effective in helping children to remember the material and stay with the flow of school. The other big reason is because children get bored having three whole months off and can start to get into trouble.  I was in Junior high when we moved to Minnesota. The Princeton school district at that time was junior high, 7th - 9th grade, and high school, 10th - 12th grade. Today I think they have changed that. Now they have a middle school, which is 6th-8th grade, and high school is 9th-12th.

Group Five Presentation: Chapter 8 The Organization of American Schools

Group 5 presented their presentation on chapter eight from the text, Introduction to Teaching. Chapter 8 is about the Organization of American schools. They covered many topics about the organization of schools.
What is a school? At the simple level it is a place where teacher teach and students learn. At a more complicated level, it is a social institution with established structures and rules designed to promote certain goals. Those goals are: academic which helps a student gain knowledge and skills, social and civic, which guides young people to become productive members of society, vocational, which prepares students for the world of work, and personal which helps students develop as healthy happy individuals.

Their presentation talked about school personnel, and what each job entails, such as the principal, vice principal, teachers, secretaries, media center specialist, and the physical plant staff such as custodians, and cafeteria workers. They talked about how schools can be effective, and they gave one example that I really liked. Staffing teachers who think they can teach and think they can make a difference, and I do think that is a very important aspect to being an effective teacher. Next they talked about different school levels, early childhood through high school. From there they went into non-traditional ideas in relation to schools such as virtual classrooms, 4-day school week, all day kindergarten, and block scheduling schools. Overall, I think they covered a lot of material, and put on a very professional presentation.

Class Update: 3/29/11

Today in SPED 200, we had a guest speaker, a former student of SCSU, named Rachel. Rachel graduated in December of this year as a special education teacher.  She came to talk to us and show us her power point about her experiences student teaching in Port Elizabeth, South Africa. She learned many things being immersed into a different culture from her own. She described it as one of the most enriching, rewarding, and invaluable experiences of her life, and she highly recommends student teaching abroad.

Group 5 presented their presentation on chapter eight from the text, Introduction to Teaching. Chapter 8 is about the Organization of American schools. They covered how to be an effective school, school personnel, 4-day school week, all day kindergarten, and block scheduling schools. Overall, I think they covered a lot of material, and put on a very professional presentation.

National News Article: Diplomas and Uncertainty for Japanese Pupils

http://www.nytimes.com/2011/03/23/world/asia/23graduate.html?_r=1&ref=education

In Japan, school starts in April and they have graduation ceremonies in March, which signifies the rebirth of spring, and is considered a rite of passage to graduate. Hashikami 6th graders and 9th graders graduated in a town hall because the tsunami destroyed their schools, and water swept away many of their homes. The refugees who lost their homes, rolled up their blankets to make room the the ceremonies at the town hall. My heart goes out to this the families in Japan, who are trying to go forward with life and celebrate graduation amidst disaster all around them. The parents and teachers are very brave, and I admire their strength to carry on with devastation and loss of life all around them.

Documentary Review: Two Million Minutes

The time in a students life during their high school years, 9th -12th grade, is approximately two million minutes. How does an American high school student spend their time compared to students in China and India?  The documentary called, Two Million Minutes,  compares the lives of high school students in three different countries, the United States, India, and China, and the differences in how they spend their two million minutes.

 In India, high school students focus on purely academics. One student from India said, "It is academics and nothing else".  They rarely hang out with their friends, and they spend most of the day in school or studying. The intensity of their education increases as they go through high school, and they feel a lot more pressure about academics than American students. High school students in India have chose their profession by the time they reach 17, and they strive to get masters degrees. People in India strive to be globally competitive. Their life is simpler, but more in depth. I think the biggest difference between American high school students from students in India is Americans spend time doing other activities such as sports, jobs, or just hanging out with friends. Americans balance life with school and fun. In India, it is so much more than just going to college, because if they do well,  it is their passport out of poverty.

In China, they have a full month longer of school each year, plus they go to school for a longer part of each day. This adds up to a lot more time spent in school compared to American high school students. They study two times more than the average American high school student. Even though education is the top priority, they do take time for dance or music. They have the one-child per family rule in China, so parents in China put a lot of importance in the education of their one child. Studying is the top priority above all else. Students in China have very big goals, and most students will attend top universities. People in China believe that they are on a level playing field with the U.S. in education.

This documentary was very eye-opening for me about how starkly different high school students lives are in the United States compared to China and India. It seems to me that the United States is losing their competitive edge in education. Most Americans students do not see that they are in competition with other countries for good jobs. This has made me realize that Americans are not globally aware of what is going on in other countries, and I think that needs to change. I really hope that the future of our education systems starts to change for the better. I think education needs to be a top priority in the United States, because we are being out performed by other countries.

Class Update: 3/24/11

Today for class, Via Skype, Dr. Johnson talked to us from Washington D.C.!  Isn't technology wonderful?  I have never been to a class conducted via Skype before.  It was very interesting and really cool to see how the technology works. She asked us to get into our small groups and  asked us to discuss what we know about education in China and India. This introduced the topic of a movie we were going to watch for the remainder of the hour called 2 Million Minutes. From ninth grade to graduation is approximately two million minutes of times, and the movie showed what American students do with their time compared to students in India and China. I found the video to be very interesting, and an eye opener to what is going on in education in the United States compared to countries like India and China. American students spend far less time on education, than students in China and India. No wonder they are passing by us academically!

Class Update: 3/22/11

Tuesday, March 22nd Dr. Johnson started class showing us a video.  This video was called "Where is Matt?" It was a very fun video to watch.  Matt, the main character, has a calling to dance around the world, therefore, it shows Matt dancing in all different parts of the world.  Some of the places Matt was dancing I had never even heard of before! In many of the places he was dancing with the local people who lived there, and sometimes he was dancing by himself. I really enjoyed this video, it was upbeat, and it was very fun to see all of the different parts of the world that Matt went to fulfill his calling, "to dance around the world." Dr. Johnson's point to the video is that some people have a calling in life, and she wants us to think about if being a teacher is our calling.

Group four gave their presentation on the Philosophy of Education, Educational Philosophy, which is on chapter seven in our text, Introduction to Education. They did a nice job on the presentation, it was very informative.

The last part of class  Dr. Johnson went over a paper we are going to have to write called "The Philosophy of Education Paper". She went over the specifics of the paper, and I have to start thinking about which philosophy I am, and how it will impact me as a teacher.

Group Four Presentation on Chapter 7: Educational Philosophy

Group four gave their presentation based on chapter seven from the text Introduction to Teaching. This is a very important chapter for future teachers because we have to start thinking about what our philosophy for teaching is, and then write a paper discussing what those philosophies are. Group four did a wonderful job
explaining what the four different philosophies of education are and what was involved with each one.
Perennialism is a type of philosophy that suggests that nature, including human nature, is constant. The educational goal is to train the intellect. This type of teaching method is highly strict and focuses on academic work.
Essentialism suggests that critical knowledge and skills exist that all people should possess. Their educational goal is to acquire the basic skills needed to function in today's world. The learning environment would be highly structured and would focus on essential knowledge and basic skills.
Progressivism is a  philosophy that emphasises real-world problem solving and individual development. This type of teaching goals would be to develop problem solving, decision making, and other life skills. The learning environment would be Democratic; collaborative; emphasis on learner responsibility.
The last philosophy is social reconstruction. This type of philosophy believes that schools, teachers, and students should take the lead in addressing social problems and improving society. The learning environment would  model equity and justice, and discussion, collaboration and students projects would be the teaching method. 
Group four showed us a couple of clips from two different movies, Dangerous Minds, and The Dead Poets Society, that tied in nicely to their presentation. Overall, I thought it was a very informative presentation.

My Ideal Teacher Prep Program

What would an ideal teacher prep program be in my opinion? Well, after giving it some thought, these are my thoughts on what I think would be a successful teacher prep program in the 21st century.

The world around us is changing so fast because we live in a world filled with technology. Our society has become dependent on computers, and they are used in every aspect of life. I think it will be important to learn technology as future teachers. Distance learning is becoming increasingly more important because we have the technology to communicate with people across the world. Technology can be a very useful teaching tool, and teachers need to be able to utilize it to teach their students. Teachers must be prepared to work technology into their classrooms.

The other thing that has changed drastically in our society is how culturally diverse our schools are becoming. I think it is going to be very important for future teachers to learn as much as possible about other cultures. If teachers understand other cultures, their traditions, and behaviors, they will be better equipped to teach all students their class.  Studying abroad would be very beneficial to experience and learn other cultures.

Learning a second language is another thing that I would incorporate as part of teacher prep training. As our world continues to change and diversify, a second language would be a very valuable asset.

I think that future special education teachers, especially DCD or hearing impaired areas, should learn sign language. I have worked as a Para in the Elk River School District, and there have been many times it would have helped the student, and me if I had taken sign language.

One last thing that I think is important for future teachers is spending time observing other teachers teach. I think that beginning teachers need time to learn from watching and observing. 

Group Three Presentation: Chapter 6 Education in the United States: It's Historical Roots

Group 3 presented their presentation today on chapter 6: Education in the United States: It's Historical Roots. Their presentation focused on the different times of teaching. 

The Colonial Period (1607-1775) shaped American education in three ways. First, it was the source of inequality because poor whites, females and minorities were excluded from schools. Education was a privilege reserved for wealthy white males. Second, the Old Deluder Satan Act laid the foundation for public support and local control of schools, two principals shaping our education system today. Third, was the relationship between religion and school, which is still important and contentious issue today.

The Early Period (1775-1820) established the principle of separation of church and state. Legislators removed control of education from the federal government and gave it to the states. The passage of the Land Ordinance of 1785, the federal government established a role for itself in public education.

The Common School Movement: The Rise of State Support for Public Education (1820-1865) This era was a turning point in American Education. The idea of universal access to a tax-supported education was planted. The number of children allowed to attend school rose. State governance and control of education were institutionalized with the creation of state departments of education, and formal teacher training.

The last part of their presentation focused on the education of cultural minorities. The concept of assimilation is the process of socializing people to adopt the dominant society's social norms and behavior. The Native Americans was a good example, because they would not assimilate to the American mainstream ways.

 I found their presentation very informing, and it was great to learn about how the field of education got started, and how it has evolved over the years. It is a little surprising to me how many parts of early education still relevant to education today.

Class Update: 3/17/11

Group 3 presented their presentation today on chapter 6: Education in the United States: It's Historical Roots. I found their presentation very informing, and it was great to learn about how the field of education got started, and how it has evolved over the years.

After their presentation, Mrs. Johnson took the floor, and the topic turned to assimilation and especially concerning the American Indians.  We watched a movie clip which showed how the white race was making them conform to our ways. They made them cut their hair, wear uniforms, and they could not speak their own language. American Indians feel very strongly against assimilation.  They want to keep their culture, their dress, their language and they feel very strong about it. Eventually they formed their own schools so they did not have to assimilate to white norms.

The last topic for the day was actually a question that Mrs. Johnson brought up to us.
In our opinion, what would the ideal teacher prep program be? We discussed it with our small groups and then shared our ideas with the class. Mrs. Johnson would like us to blog about what our ideal teacher prep program might be, and list the top three things.

Documentary Review: Unequal Education: Failing our Children

"Unequal Education: Failing our Children" is a video that compares the life of two seventh grade students, and the differences between their schools. These two seventh grade boys are both in New York City school district, going to Jr. High schools that is only a couple miles apart.

Lonnie goes to the Jr. High in the poor neighborhood. While James, on the other hand goes to Riverdale Jr. High, a school where middle income families attend. There are major differences in the education that the two boys are receiving. I noticed a big difference in the resources that each school had to offer. For example, Riverdale Jr. High has a music program with a full band, and the urban school only has electronic keyboards to offer. There were vast differences in their sports programs, after school resources, and even the quality of the teachers.

The video then went into a debate regarding Voucher's and Public School Choice. Jonathan Kozol, who wrote the book entitled, The Savage Inequalities, was a speaker in the debate. This video was very eye opening for me, to see the stark contrast between the educations that each child was receiving within the same district.

The largest concern for me was the fact that the urban schools do not have quality teachers, and most of the teachers are not even certified teachers. This is where the alternative licensure debate comes in. Company's like “Teach for America” are putting people with any general four year degree through an intense summer of teacher training, and then are allowed to license them, cutting out the higher education system. The need for teachers is high because many people do not want to teach in inner city schools. With this type of alternative licensing they are obligated to teach at an inner city school for a period. I know there is a need for teachers in urban schools, but I do not think that the higher education systems should be cut out completely.

We still have the problem of school inequality today in education. The federally mandated law "No Child Left Behind" has created many problems in schools districts today. Schools are currently held accountable for the Annual Yearly Progress (AYP) of their students. The schools that do not make the AYP, are flagged and then parents have the option to send their children to a different school. The parents of higher income, white students, are being placed in better schools, leaving the low income and minority children.  This mandated law is creating segregation in our schools. Jonathan Kozol thinks that we need to fund schools differently that we do now. Currently, schools are funded by taxes. The rich communities have lots of money in their funds, and the poor neighborhoods have very little in their funds. I personally do not know what the answer is, but clearly, something needs to change.

Class Update: 3/15/11

Today in SPED 200 Dr. Johnson started the hour by giving us our quiz on chapters 3, 4, and 5. She told us to take out a piece of paper, but do not write our names on it. This quiz turned out to be an anonymous evaluation of our honesty. She wanted an honest answer if we had read the material before she informed us about the quiz, as everyone was instructed to do. She called it her system of check and balance. Therefore, I guess if enough of the class told her honestly that they had not read the material, then we should be expecting future quizzes on the chapters in our text, Introduction to Education.

Next, she informed us that we would be watching a video called "Unequal Education: Failing our Children". This video compares the life of two seventh grade students, and the differences between their schools, which are only a couple miles apart. This video ties in with chapter six, Education in the United States, history and current education today.

After the video Dr. Johnson talked about how even today, we still have the same problem in education that we have had in the United States for the last three decades, unequal education. The low income and minority students are the ones being left behind due to the federally mandated law "No Child Left Behind. This is an ethical debate that no one seems to have the answer.

Dr. Johnson also recommended that we look at the Minnesota Department of Education website. This will be an important site to be familiar with as future teachers.

SCSU Resource for Future Teachers: Atomic Learning

Mary, from the Curriculum Technology Center (CTC) presented the Atomic Learning program. Mary was very informative and went over many wonderful resources that are at our disposal as students attending St. Cloud State and future teachers.  The first thing she showed us was how to use Atomic Learning. This is a very useful resource if you have any questions on a computer program such as Word, Excel and many more. You can also look up topics such as APA formatting, which is under the training and projects tab. I am very excited about the Atomic Learning program, and the benefits it will provide me when I have questions pertaining to certain programs such as Word or Excel. What a great resource!

Video Reflection: Tony Wagner's 21st Century Skills

We watched a video presentation given by speaker Tony Wagner, who wrote the book, The Global Achievement Gap. Tony Wagner feels that even the best schools in the United States today do not teach what our children need to survive in the 21st century job market. The seven survival skills are as follows:

1. Critical thinking and Problem Solving.
2. Collaboration Across Networks, and Leading by Influence.
3. Agility and Adaptability.
4. Initiative and Entrepreneurialism.
5. Effective Oral and Written Communication. 
6. Accessing and Analyzing Information.
7. Curiosity and Imagination.

I found this fact particularly interesting, Effective Oral and Written Communication is the number one complaint about recent high school and college graduates, by their employers.

Group One Presentation Chapter 4, Exploring Diversity in the Classroom

 Group One presented information from Chapter 4, Exploring Diversity in the classroom in relation to culture, language and gender. I thought they did a good job of explaining that culture is the knowledge, attitudes, values, customs, and behavior which are all part of a person's culture. They also explained that cultural diversity refers to the different cultures that we will encounter in our classrooms, and how these cultural differences affect learning. I thought they did a very nice job informing the class about how important this topic is to future teachers.  It has made me aware that I want to learn as much as I can about other cultures to become a better teacher in the future.  Next they showed us a video on exploring diversity in the classroom, which had some very good ideas about how to bring diversity into the classroom. The power Point they displayed was informative and professional. They did a nice job getting the audience involved, and the jeopardy game they chose was fun and interactive.  Overall, I was impressed, and thought they did an outstanding job.

Group Two Presentation: Chapter 5: Student Diversity, Development, Ability and Exceptionalities

Today in SPED 200, group two gave their class presentation on chapter five from the text, Introduction to Teaching. Chapter five's topic is student diversity, development, ability and exceptionalities. They talked about the term, student with exceptionalities, and that it means learners who need special help to reach their full potential.  I thought group five did an excellent job of informing us what parents or professionals should look for when trying to identify a child with exceptionalities, such as not developing certain skills within the normal range of time. Group 5 also talked a lot about IEP's, which stands for individualized education program. They explained that a regular education teacher, special education teachers, parents, and various professionals get together to collaborate an individual instructional plan for the child. Group 5 had a visual printed of an actual IEP to show us what an IEP looks like, and explained that it is a legally binding contract, one that the special education teacher has to make sure is followed. I really liked this part of the presentation, because as a future Special Education teacher, IEP's are going to be a very big part of my life, and it was great that they brought this to our attention. Overall, I enjoyed the presentation. It was informative and fun.

Book Review: The Global Acheivement Gap: Chapter Four

The main concept of this chapter is reinventing the education system.  Mr. Wagner conducts a three-day workshop with teachers and superintendents. He displays a videotape of a lesson from a random teacher and then asks the teachers to grade the lesson from A-F. I was surprised at the results, as they ranged from an A-F.  I could not believe that a room full of teachers could not even come close to agreement on a simple lesson. Also, that most teachers are uneasy about the concept of being videotaped, or even observing a colleagues classroom. The main point that I learned from this lesson was that to reinvent education, we need to understand how educators are prepared for teaching, and how they learn and interact with their colleagues, which is a condition for transforming public schools.

The next part of the chapter was talked about through the eyes of a new teacher and the reservations that this new teacher was going through. As I read this part of the book, I realized that I have many of the same reservations about being a new teacher as this new teacher had.  Before graduating, this new teacher spent most of the time watching another teacher during the student teaching. When he finally did get to create and perform a 5-day lesson, all the feedback that he received was that he was doing fine. There was not any constructive criticism, or suggestions on how to improve. This new teacher had many unanswered questions about his performance and doubted his effectiveness as a teacher. After graduation, this new teacher went through more of the same, unsure about his teaching abilities. One day the principal came in to observe his classroom. A few days later, they gave him his review and he thought he might finally get some feedback about his teaching abilities. But all he received was a sheet full of satisfactory check marks. This went on for the next three years in a row, a then he was tenured. A teacher for life, but still full of reservation about if his lessons are effective or why one had gone badly. I really worry about this aspect of teaching myself. Will I be able to put together an effective lesson? I just keep hoping that St. Cloud State will effectively teach me the skills I am going to need. It is scary to me that adequate teacher preparation and support is why most teachers leave after five years.

To become a certified teacher is nearly identical to graduating from high school. We take a bunch of classes and pass tests that rarely measure the skills that matter. We need to identify the competencies that are important to be an effective teacher and then develop proficiency. Not having student teachers memorize the parts of a car, they need to actually demonstrate how to drive the car.  I loved that analogy, and I think it is very relevant to future teachers and students.

Wagner talks about what a new kind of teacher might be. He says they would have new requirements that would make teachers have better preparation, and supervision that is more effective. Teacher training would be like a system of internships, which would include much more hands on experience and mentoring. I think this is a very good idea. I think that new teachers need time to build their skills, and they need feedback about why a lesson was bad or good in order to improve their teaching skills. It seems to me that once you graduate, you are thrown into a classroom full of kids, and you figure it out on your own. Reinventing how teachers are prepared, well as how they work together, are all a necessary part to closing the achievement gap in the future.

Book Review: The Global Achievement Gap: Chapter 3

Chapter three focuses on a couple different aspects of the new state testing requirements under the 2002 No Child Left Behind law. The No Child Left Behind law is a hot topic in education today, and is under heavy scrutiny. Schools and districts are being held accountable for the adequate yearly progress of every student. Wagner brings up two questions in relation to the testing.  The first is, are these tests assessing the skills that students need for work and college? And the second is, what is the impact of teaching to the tests on students motivation to stay in school?

Wagner looked into what employers thought were important skills that graduates should  have in today's job market. I was surprised that math was not even on the top ten list of what employers thought were important. Employers seem more interested in professionalism and work ethics, oral and written communication, critical thinking, problem solving, teamwork and leadership. I was really surprised that all of those things made the list before math or science skills. Another thing that I was surprised about is the fact that advanced math classes in high school give you knowledge of algebra to pass state laws and college admissions, but  unless you are a math major they are not even required for most degrees.

Programme for International Student Assessment (PISA) are tests of scientific and mathematical literacy. The findings on the PISA tests showed that adolescent Americans are very unprepared in important subjects, when compared with adolescents from fifty five other countries. This saddens me to realize how far behind our children are in today's academics. I do not understand why all these other countries are giving their students open ended questions, and we are still giving mostly multiple choice. For this reason American students can not apply what they have learned to a new problem or context. I think this needs to change.

Wagner interviewed a group of people who had been out of college for  a few years, and asked them how their time might have been better utilized in high school. Most of these graduates thought they would have been more prepared for college if they had spent more time on writing, research skills, time management, and working together as a group.  I really hope that their suggestions do not fall on deaf ears.

An organization named Achieve, interviewed 300 college professors and this is what they thought: 70% say students do not comprehend complex reading materials, 66% say students can not think analytically, 65% say students lack appropriate work ethics, 62% say students write poorly, 59% say students do not know how to do research, and 55% say students can not apply what they have learned to solve problems. I was really shocked by these facts. How can that be? If this is really true, then there absolutely needs to be some radical changes in our schools, because something is not working.

I liked the part in chapter three when Wagner looked into Advanced Placement (AP) through interviewing three AP experts. His findings were that there are elements of AP classes that are more challenging than taking classes that prepare you for state tests. But, all three experts still thought that there was too much factual content which they had to master, at the expense of research, reasoning and analysis.

Wagner also points out that student motivation is a real concern. I can relate to student motivation being a problem in today's youth.  I have a fourteen year old son, and I do not think his school motivates him at all.  He hardly ever has homework, and if he does he complains about it, even if it only takes him twenty minutes. I always feel that there could be so much more to his education. It is evident to me that the teaching and testing method they use is not motivating students. I really think they need to motivate the students, and get them excited to learn, or our drop out rate is never going to improve.

Local News Article: Alternative Licensure Update

http://www.sctimes.com/article/20110301/NEWS01/103010022/Minnesota-alternative-licensing-bill-may-usher-in-younger-teachers
Governor Mark Dayton's administration has reached an agreement with legislative leaders on an alternative licensing plan for teachers. This bill will give new, primarily young teachers, new teaching jobs without the traditional education. People who support the bill think it will raise educational standards, while critics think it will do harm to school children by making it too easy to be a teacher. Education Minnesota is urging its members to urge Dayton to veto the bill.

I really have my reservations on this subject. I understand the need for teachers in a time of shortage, but taking shortcuts to being a teacher sounds to me like it will be comprimising our children in the long run. I also think it will lower the standards of teachers in the field of education.

Website Review: The National Center on Universal Design

The National Center on Universal Design for Learning is a website that Dr. Johnson introduced to us. It is a site that teachers can use to help develop lessons which will give all individuals equal opportunity to learn.
It provides teachers with a blue print of goals, lessons, methods, materials, that work for everyone is the class room. Approaches that can be customized for any individual. UDL uses the concept that there are three parts of learning: Recognition, or the "what" of learning. This is how we gather facts and recognize letters. UDL helps a teacher present information in different ways. Strategic, or the "how" of learning. This is planning and performing tasks, organize and express ideas, writing a paper or solving a math problem. UDL offers teachers different ways that the children can express what they know. The third part of learning is Affective which is the "why" of learning. UDL provides teachers with more ways to provide multiple means of engagement.

I am very excited about this website, and I feel that it will help me plan lessons in all areas of content. Lessons that will be designed to reduce any barriers,  so that all children in my class can achieve.

3/3/2011: Class Update

Today in SPED 200, group two gave their class presentation on chapter five from the text, Introduction to Teaching. Chapter five's topic is student diversity, development, ability and exceptionalities. They talked about the term, student with exceptionalities, and that it means learners who need special help to reach their full potential.  I thought group five did an excellent job of informing us what parents or professionals should look for when trying to identify a child with exceptionalities, such as not developing certain skills within the normal range of time. Group 5 also talked a lot about IEP's, which stands for individualized education program. They explained that a regular education teacher, special education teachers, parents, and various professionals get together to collaborate an individual instructional plan for the child. Group 5 had a visual printed of an actual IEP to show us what an IEP looks like, and explained that it is a legally binding contract, one that the special education teacher has to make sure is followed. I really liked this part of the presentation, because as a future Special Education teacher, IEP's are going to be a very big part of my life, and it was great that they brought this to our attention. Overall, I enjoyed the presentation. It was informative and fun.

We finished watching, Speaking in Tongues, a documentary on foreign language immersion programs. The film explores four students who are enrolled in public school immersion programs in San Francisco. This documentary is based on the importance for students to speak more than one language in the 21st Century. I thought it was very interesting, and a great opportunity to become bilingual, an asset that will be very valuable to these children in the future.

Mrs. Johnson also introduced us to a new website she would like us to explore called, National Center on Universal Design for Learning. Therefore, I think I will check it out...

National New Article: Critics say top-rated Chinese education system has a flaw

http://www.usatoday.com/news/education/2011-02-01-asia_education01_ST_N.htm
Last month it was reported that Shanghai students outperformed the rest of the world in math, science, and reading. Critics say is was expected, and that it is because of their belief of a society that values education. Now, the critics are saying that the Chinese education system is not producing innovative or creative students. They are comparing numbers based on a test, OECD, Organization for Economic Co-operation and Development. U.S. students ranked average in reading and science and slightly below average in math. I think that critics will find flaws in any education system.  The fact is that the Chinese education system is outperforming the United States.  The part of this article that caught my attention is when John Winn, chief program officer for the National Math and Science Initiative, said if the U.S doubles it efforts in education, it would take decades to catch up to Hong Kong students in math. This statement is troubling for me. When is the United States going to double it efforts to catch our students up to Hong Kong? We are being outperformed, and I hope the United States feels some urgency to promote, enhance, and reform our education system to meet the skills necessary for the 21st century.

Documentary Review: Speaking in Tongues

The DVD called, Speaking in Tongues, is a documentary surrounding four students who are enrolled in public school immersion programs in San Francisco. This documentary is based on the importance for students to speak more than one language in the 21st Century. The concept of immersion programs in public schools is a controversial topic.
My first impression of the concept, immersion programs in public schools, is that I think would be an incredible way to become bilingual. We are hearing more and more about the need for us to understand other nations and cultures, and I think learning non-English languages is part of it. I believe that there is value in being bilingual.  And what better time to do than when they are young? Young children are so eager to learn, and their brains are like sponges, they soak up any information given to them. I think being bilingual is going to be a valuable asset for these children when they enter the job market. They will possess a skill that will help them excel in the 21st Century. I really think if I had to opportunity for my children to take advantage of an immersion program, I would not hesitate. As long as they continued to read and write in English as well, I think it would be a wonderful opportunity.

3/1/2011: Class Update

Today in SPED 200, Mrs. Johnson talked to us about foreign language immersion programs. She shared her story about how she got involved with the Chinese Immersion program in St. Cloud. It was a very interesting story, and I want to thank you for sharing it with us Mrs. Johnson!

We started watching a DVD called Speaking in Tongues. This DVD  is a documentary surrounding four students who are enrolled in public school immersion programs in San Francisco. This documentary is based on how important it is for students to speak more than one language. Mrs. Johnson informed the class that there are only 13 immersion programs in the United States and 6 of them are in Minnesota. We started watching it today, but will have to finish it on Thursday. It is a very interesting concept and I am eager to learn more about it.

We also received a visitor named John Hoover. He handed out a survey, and we filled it out. This survey is specifically aimed at finding out how we developed an interest in the teaching profession. When we were done filling out the survey, Mr. Hoover asked for our input on the survey. Was it easy to understand? Was there any part we did not understand? I thought overall, it was very easy to follow and understand. St. Cloud State is starting to track its future teachers, and we will be one of the first groups to be tracked throughout college.