For my curating I decided to look at teaching resources about teaching economics, a subject which I am passionate about and which I believe should be near the center of social studies education. I learned three main ideas about teaching economics.
1. Given the proper framing, economics, at least at the microeconomic level, is very simple. It's core ideas require very little elucidation when put into the context of everyday life and when economics is framed, correctly, as the science of making rational choices. I found many resources which elegantly presented economics as something fun and relevant, because that is what it is. Simple economic concepts like a market, or saving, or wants versus needs can be placed to the tune of classic children's songs for example, or can be found in classical childrens literature. The foundation ideas of economics are very accessible to even young children because even they know how to make choices, economics only rigorizes those thoughts they already have.
2. The government is a great resource on economic education. For example, I found that several federal reserve banks have resources for teaching economics, many of them good. The San Francisco federal reserve bank even has a question and answer section on their web site, so if students have questions they can ask an actual professional economist, I looked at many of the answers and they were stated in a very friendly and clear way. This stands to reason, the government is in the business of maintaining the market, and for the American economy to thrive, it's children must be educated on the precepts of capitalism, and the virtues that support its continued bounty.
3. Capitalism itself is the ultimate educational resource. The free market is like life, it constantly seeks to improve itself, to expand, and to evolve to fit new and exciting situations and challenges. If there is a need for more educational resources about economics, people will fill those needs guided by freedom and reason through the free market. The government was created by the market so that the will of the people could guide it, and thus more civic citizens help maintain it. In this way, needs may be fulfilled when they arise, and those who fulfill those needs the best receive the resources they need to continue filling those needs.
Sunday, March 22, 2015
Sunday, March 15, 2015
Technology Inquiry Project
I had an interesting time taking a close look at how I have
used technology both in my own personal life and in my work at my placement at
Lynnwood Elementary the past quarter, it really got me thinking about technology
as a tool, how I have used it, how it can be used, and what I can do in the
future. My technology use in my own personal life does not require any
improvement, I use it for my own ends and I have no reason to change it, if a
good reason arises of course I will be changing it, but I try not to change
simply because the times are changing. At my placement, technology is used a
tasteful amount I would say. It is used often as a good tool for the students,
but it is not so much as to be a distraction from everything else. For example,
in my classroom there is one computer for every two students, which works just
fine for us because we very rarely have it at a given time that more than half
the class is using a computer. On the rare occasion that every child needs a
computer, we borrow some from the classroom next door, and if they ever need
more, which is more often the case, they come and take some computers from us.
My CT and the teacher in the next door class have an understanding around this
which is mutually beneficial and as of yet there have not been any problems. The
students use the computers for a variety of purposes. The one way computers are
used on an almost daily basis is that every day during our reading rotations,
some students get to practice their typing on a program called “All The Right
Type.” They quite enjoy this, but sometimes I think that they get so invested
in the game like structure of the program they don’t want to do anything else
during their allotted read time. Additionally, students may ask permission to
use the computers to read an e-book on them. This allows some students to read
books that we do not have in class. I have noticed though that since we started
allowing this, students will want to read an e-book even when we have a paper
copy of the book in class. One kid explicitly told me that he does not want to
read an actual book because he can read an e-book. I do not understand this,
and I am also not sure how I feel about it. It does get some students reading,
but I do not want my students to see computers as bringers of enjoyment and
books as harbingers of boredom. My short term goal is to give some more
thoughts about how we do e-books in class. Also some students try to get away
with playing games instead of reading. I think that I want to make a rule that
in order to use a computer for an e-book, a student must give me a written
reason why they want to do it, and I will be very selective in how I give these
rights. My long term goal over many years would be to get a Smart Board, as I have
seen teachers use these to great effect. I was skeptical of these at first but
now that I have seen them used well I think it would be a real benefit for me
to practice on them and gain skills at using them to their greatest abilities,
as opposed to a glorified whiteboard.
Friday, March 6, 2015
udl
Udl seems to be an interesting resource for teaching a diverse range of students as one may find in the public schools in this country. Although the presentation on the site seems a little bit low budget, it is obvious there is a lot of really deep research that went into it. A principle I looked at was one of intrinsic motivation which is an important idea. It is important to build students who have motivations for learning outside any sort of extrinsic cost or benefit to them. I want to take some more time to research this since that is an idea that my CT and I have wondered about a lot.
Sunday, March 1, 2015
Canoe
The class next to us at my main placement is building a canoe. The teacher has it all connected with the different subjects and it really fits nicely with his class. For example, before building the canoe, the teacher had the students do a close reading of the directions on how to build a canoe, so they were able to practice reading for a purpose. I observed him for a while, and while I was there he had the students divided into reading groups doing various tasks, he would call up one group at a time and have them cut along lines that they had made earlier. Every child had a chance to saw the wood, with a real hand saw, at least once, and many of them twice. The students really enjoyed it, and sawing provided a good challenge for the students. I think it is good to give kids a chance to do work with their hands, and this is especially good since he connects it well with the other subjects. This has got me thinking about other ways I can work this sort of task into my teaching,.
Monday, February 23, 2015
Culture
[This post is late]
I still have some thoughts in my head about our talks regarding culture this week. Culture seems to me to be a bit of a catfish to define, it's big and wriggly and hard to get a handle on. I still have some skepticism as to whether it means anything. but as I see it there are two main understandings of what culture means. The first is the one that most of the people in the cohort were operating under, that which separates one's family from everybody else's family. Another is culture as meaning a large group of people with a shared history. For example, I see myself as part of a few of these cultures, American, Scots-Irish, Anglo-Saxon, Norse, Northern European, and on a larger level, Western. These are my people, and their history is the story of the honored dead, my ancestors, which is how I understand myself as being in these cultures. Perhaps this is not the sort of understanding of culture that was expected for the self documentation assignment, but I think it may be useful to think a little more about this type of culture. It may be less immediate than the first understanding, but that may actually be a reason why it is so important to study. I think when we go to teach about culture, we consider both terms and clarify our terms when we are teaching remembering that the less clarified a term is, the less useful it is.
Another thought I had about culture came from the cultural standard listed in the lesson about animal classification in the Yu'pik region. It read, "Live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior." In all honesty, I don't think that this standard has any place in an American public school and I have a couple of reasons.
1. It is not at all assessable. In fact it does not have just one unassessable learning target, it has four. First, living in accordance to a cultural value. Second, living in accordance to a cultural tradition. Third, integrating a cultural value into everyday behavior. Fourth, integrating a cultural tradition into everyday behavior. A teacher cannot assess any of these reliably at school, which makes the standard useless at best.
2. I think that this assessment is more than useless though, I think that it has some serious moral problems with it. Where is it the schools, and by extension, the government's business to instruct a child to be just like everybody around them, to believe and value the same things? This is akin to saying to a child, "act like a white christian apostate, since all the people around you are white christian apostates." I want to be careful to draw a distinction between this brand of government sponsored relativism and teaching American virtues such as freedom, respect for private property, and tolerance. This standard says to act a certain way since it is how the people around you act, rather one should teach a child to act a certain way because those ways of being are based on morals that transcend time and space. For example, a child should not follow the golden rule, do unto others as you would be done by, because it is what is popular, it is all too often not. They should live by it because it is right.
Culture is a great tool that humanity has developed, and we have learned many tools by it. We must be careful though to mot place it on too high a pedestal, lest the tool become a foreman to hard for out freedom and our reason to bear.
I still have some thoughts in my head about our talks regarding culture this week. Culture seems to me to be a bit of a catfish to define, it's big and wriggly and hard to get a handle on. I still have some skepticism as to whether it means anything. but as I see it there are two main understandings of what culture means. The first is the one that most of the people in the cohort were operating under, that which separates one's family from everybody else's family. Another is culture as meaning a large group of people with a shared history. For example, I see myself as part of a few of these cultures, American, Scots-Irish, Anglo-Saxon, Norse, Northern European, and on a larger level, Western. These are my people, and their history is the story of the honored dead, my ancestors, which is how I understand myself as being in these cultures. Perhaps this is not the sort of understanding of culture that was expected for the self documentation assignment, but I think it may be useful to think a little more about this type of culture. It may be less immediate than the first understanding, but that may actually be a reason why it is so important to study. I think when we go to teach about culture, we consider both terms and clarify our terms when we are teaching remembering that the less clarified a term is, the less useful it is.
Another thought I had about culture came from the cultural standard listed in the lesson about animal classification in the Yu'pik region. It read, "Live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior." In all honesty, I don't think that this standard has any place in an American public school and I have a couple of reasons.
1. It is not at all assessable. In fact it does not have just one unassessable learning target, it has four. First, living in accordance to a cultural value. Second, living in accordance to a cultural tradition. Third, integrating a cultural value into everyday behavior. Fourth, integrating a cultural tradition into everyday behavior. A teacher cannot assess any of these reliably at school, which makes the standard useless at best.
2. I think that this assessment is more than useless though, I think that it has some serious moral problems with it. Where is it the schools, and by extension, the government's business to instruct a child to be just like everybody around them, to believe and value the same things? This is akin to saying to a child, "act like a white christian apostate, since all the people around you are white christian apostates." I want to be careful to draw a distinction between this brand of government sponsored relativism and teaching American virtues such as freedom, respect for private property, and tolerance. This standard says to act a certain way since it is how the people around you act, rather one should teach a child to act a certain way because those ways of being are based on morals that transcend time and space. For example, a child should not follow the golden rule, do unto others as you would be done by, because it is what is popular, it is all too often not. They should live by it because it is right.
Culture is a great tool that humanity has developed, and we have learned many tools by it. We must be careful though to mot place it on too high a pedestal, lest the tool become a foreman to hard for out freedom and our reason to bear.
Sunday, February 15, 2015
Work, Progress, and Hope.
This week in class we have had many a talk about setting goals and working towards them. In my weeks that I am in my placement I lead the morning meetings, and this week the theme was doing things that are hard and working until you achieve your goals. This is something of a problem with my group, many of them have quite explicitly told me that they do not like work and would rather give up than try something hard. This includes both academic work, and the work of improving ones behavior. I think that this is perhaps one of the most important lessons we can teach the children, that one can change their behavior and can accomplish their goals if they are to work hard, and very little of value come without hard work. I sometimes feel as though these types of lessons I try to teach them fall upon deaf ears, in the more cynical moments that I am wont to have I wonder if the students can ever really change or improve at all.
In these moments I am confronted by the reality of progress though, and in this week two cases were most noticeable. One is a boy whom I will call L. L has been something of a trouble maker this year, and has not been performing well in school. He is easily distracted, and he has admitted himself that he lets his feelings get the better of him, especially when he is around his friends. Last week though, my CT and I decided one thing we can do to support him was to move him front and center in the class, where we can keep an eye on him. We decided to do this because I got a gut feeling that L is a very naturally curious child, who really loves to learn but is distracted by his friends and the quest for their approval. I think I was right, because this last week, he was on fire, he was full of questions, and full of answers, not all of which were correct, but they were genuine. He has also started self monitoring, on one of his homework sheets he wrote, "I need to check whether I am distracted more often so that I can learn." When we had the students in the class set a behavior goal and a way to achieve that goal his goal was to not let others distract him so much, his solution was to, "ignore [his] senses." Quite zen for a nine year old I think. I am incredibly proud of the boy and I am excited to see what happens next for him.
The other case is more subtle, and has been fraught with more frustration than the last. I will call the girl S, she has a difficult life. As I understand it, she almost never sees her family, and they are not the most well balanced of sorts. She herself is the lowest performing student in the class, and frequently needs to be re-taught the most basic of concepts, like addition. Part of this is that she refuses to do anything hard, or that she has not done before, and if she decides she does not want to do something, she will fight tooth and nail. In one instance, my CT asked her to stay in from recess and do her home work, she even made a compromise, do two review problems and then she can go. S yelled and screamed and started throwing items in her desk before she would do it. Then she fumed for fifteen minutes until she finally did them. I could go on with incidents like this, but it would be indecorous. On Friday I was ready to give up on her, I really was. Then I talked to one of the special ed teachers at the school who knows S quite well, and considers S to be quite dear. According to her, this year has been a time of monumental growth for the girl in her own way. We did not have long to talk, but it was enough to get me thinking. S will have a hard time in school, but she is better now than she was, and she has those who love her.
I am left this week considering the virtue of hope. Hope can be hard, otherwise it would not be a virtue. The future of my class can go any number of ways, but I will hold onto the thought that a good one is attainable. It will be hard, and I will fail often and spectacularly, But I am thankful for this too, and I hope to, with ample help, communicate this to my students. To rejoice in difficulty, and even the suffering of failure, for this produces perseverance; perseverance, character; and character, hope.
tl;dr: Hope=Failure+Time
In these moments I am confronted by the reality of progress though, and in this week two cases were most noticeable. One is a boy whom I will call L. L has been something of a trouble maker this year, and has not been performing well in school. He is easily distracted, and he has admitted himself that he lets his feelings get the better of him, especially when he is around his friends. Last week though, my CT and I decided one thing we can do to support him was to move him front and center in the class, where we can keep an eye on him. We decided to do this because I got a gut feeling that L is a very naturally curious child, who really loves to learn but is distracted by his friends and the quest for their approval. I think I was right, because this last week, he was on fire, he was full of questions, and full of answers, not all of which were correct, but they were genuine. He has also started self monitoring, on one of his homework sheets he wrote, "I need to check whether I am distracted more often so that I can learn." When we had the students in the class set a behavior goal and a way to achieve that goal his goal was to not let others distract him so much, his solution was to, "ignore [his] senses." Quite zen for a nine year old I think. I am incredibly proud of the boy and I am excited to see what happens next for him.
The other case is more subtle, and has been fraught with more frustration than the last. I will call the girl S, she has a difficult life. As I understand it, she almost never sees her family, and they are not the most well balanced of sorts. She herself is the lowest performing student in the class, and frequently needs to be re-taught the most basic of concepts, like addition. Part of this is that she refuses to do anything hard, or that she has not done before, and if she decides she does not want to do something, she will fight tooth and nail. In one instance, my CT asked her to stay in from recess and do her home work, she even made a compromise, do two review problems and then she can go. S yelled and screamed and started throwing items in her desk before she would do it. Then she fumed for fifteen minutes until she finally did them. I could go on with incidents like this, but it would be indecorous. On Friday I was ready to give up on her, I really was. Then I talked to one of the special ed teachers at the school who knows S quite well, and considers S to be quite dear. According to her, this year has been a time of monumental growth for the girl in her own way. We did not have long to talk, but it was enough to get me thinking. S will have a hard time in school, but she is better now than she was, and she has those who love her.
I am left this week considering the virtue of hope. Hope can be hard, otherwise it would not be a virtue. The future of my class can go any number of ways, but I will hold onto the thought that a good one is attainable. It will be hard, and I will fail often and spectacularly, But I am thankful for this too, and I hope to, with ample help, communicate this to my students. To rejoice in difficulty, and even the suffering of failure, for this produces perseverance; perseverance, character; and character, hope.
tl;dr: Hope=Failure+Time
Sunday, February 8, 2015
Smartboards
This week in class I got to learn about smart boards, they are really nifty. My main placement class does not have one, which is too bad. One of my dyad classes had one, and the teacher was able to use it to some good effect in his class. I first thought that smart boards may not be a good use of money or whiteboard space, and I wasn't sure what they do that a whiteboard does not. I learned about some really nice features they provide to the discerning user, such as the ability to layer items, or to write on what is on the screen. Also there is a feature to add equations into the boards quickly and easily, which is nice. I have over time learned to appreciate technology in the classroom more, items like tablets, chromebooks, and Smart Boards are good supplements for the skilled teacher in our industrialized and developed economy.
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