Museums these days are growing and changing with the times. I can't tell you how many times I've heard people say "I don't like museums, they're so boring", but then when you go there, you can't get them to leave! They are fascinating places that have adapted to the newest technologies, just like the rest of the world. The problem is our conception of them hasn't changed since the facade of the building hasn't changed.
My recent visits to MOMA and the Met have been indicative of these changes. On the surface, their collections haven't changed much. You still see the Knights and Armor room at the Met, and you still see Monet's Water Lilies at MOMA. What is different is the amount of interactive programs they have for all ages. There are audio programs you can take online (without going to the museum itself), they are art programs, there are also investigative (treasure hunt) type activities as well.
If I were to integrate the technology from the Sony Tech lab into one of these museums, of course, I would make it something interactive. What I think most people like to do is make the art their own in some way. Instead of only seeing the art, have them make are too (on a computer perhaps). Or somehow have them choose or edit which art to see through a computer.
What I was also impressed by in the Sony lab was sound editing. I think museums need more noise! Why not have the visitor listen to the sounds of an exhibit. For example, have nature sounds at the Pyramid of Pernib, or war sounds at the armor exhibit or even someone reading Van Gogh's letters to his brother in a Van Gogh exhibit. Granted, that's not totally interactive, but I think it would enhance the museum experience for the visitor.
Tuesday, May 15, 2007
Wednesday, May 9, 2007
Tappedin
I was really impressed with Tappedin. The first time I logged in, the help desk people immediately welcomed me in and asked me how they could help. It makes it so personal! The real life humans make the site incredibly user friendly.
Along with a few of my buddies from class, I participated in a social studies forum. It was my first time using the chat format for professional development. I thought that an hour would seem like 4 when you're online typing all the time, but it didn't. It went by very quickly. The "side" talk was a little distracting, but not terribly so. Honestly, it is exactly what would happen if we were sitting in class.
I got some good ideas from the professor, but like most things, I need to read it through and digest it a bit. It is difficult to make these ideas "your own". That's what takes all the time.
I am thinking of showing this website to my Director of Curriculum and Technology. I think she would like it a lot. From an Administrator's perspective I would think they would like the cost benefit of these classes, but I wonder if they would have any control over who actually did the seminar and who just said they did it. I'm sure they would want some type of control over that before they grant us credit for having done it.
My criticism would be too fold: the site is not very visually appealing. It looks like a text book. The font is small and boring. Otherwise, it is very user friendly and informative. My second criticism is that I still prefer learning in person, with other human beings in the room. I honestly feel you learn more that way. Then again, this certainly cuts down on the commute time! I guess the answer is that this is good, but so are other things. It is just one of many formats in which to learn effectively.
Along with a few of my buddies from class, I participated in a social studies forum. It was my first time using the chat format for professional development. I thought that an hour would seem like 4 when you're online typing all the time, but it didn't. It went by very quickly. The "side" talk was a little distracting, but not terribly so. Honestly, it is exactly what would happen if we were sitting in class.
I got some good ideas from the professor, but like most things, I need to read it through and digest it a bit. It is difficult to make these ideas "your own". That's what takes all the time.
I am thinking of showing this website to my Director of Curriculum and Technology. I think she would like it a lot. From an Administrator's perspective I would think they would like the cost benefit of these classes, but I wonder if they would have any control over who actually did the seminar and who just said they did it. I'm sure they would want some type of control over that before they grant us credit for having done it.
My criticism would be too fold: the site is not very visually appealing. It looks like a text book. The font is small and boring. Otherwise, it is very user friendly and informative. My second criticism is that I still prefer learning in person, with other human beings in the room. I honestly feel you learn more that way. Then again, this certainly cuts down on the commute time! I guess the answer is that this is good, but so are other things. It is just one of many formats in which to learn effectively.
I've been Google-Earthed!
My brother called me from Los Angeles the other day to talk about our family reunion this summer. It is going to be at my house, here in Pelham, but he has never been here. As we talked about the big upcoming party, he asked about hotels and rental cars in the area, as well as information about the train to Manhattan. So, what did he do? He google-earthed me. He took a look at my house from space and commented that my yard looked large enough for a party. Then he asked me if it was creapy to live next to a cemetary. Afterwards, he got all the info he needed on hotels, cars and the distance from my house to the train. All of this through Google Earth.
Well, my first impression when I heard about it was that I felt "spied" on. When I went to the site myself, it was cool. I loved finding out all the things I could do. But when it was done to me, I felt a little strange about it. It's just too much information!
My second impression of the Google Community or the tours etc, is that although it is cool looking and fun to play with, I'm not sure it is all that useful. Yes, I could think of something to do, like take my students on a virtual trip of Madrid. But then again, I could do that from pictures in a book as well. A science teacher could compare land forms, like the article said, but I think he could do that from a book as well. I certainly don't think this is a bad website, I just think that it is incredibly fancy technology with hundreds of millions of dollars worth of research, that isn't all that useful to the regular Joe, besides for amusement.
What it is probably most useful for is what people are putting on top of it. As the article said, people have put sex offenders addresses on it, or other felons. I have a student whose father works for the FAA who said his Dad is working on a program that puts the weather on top of all the maps. That way you can fly around and check out the weather all over the country. Kind of reminds me of the weather segment of the nightly news. Except it is in your home!
This technology is fun, it's interesting and has lots of possibilities. But as I have said with other technologies I have recently discovered, it is just a tool. It is one of many things we use on a daily basis to get our jobs done. It should never be the only tool used.
Well, my first impression when I heard about it was that I felt "spied" on. When I went to the site myself, it was cool. I loved finding out all the things I could do. But when it was done to me, I felt a little strange about it. It's just too much information!
My second impression of the Google Community or the tours etc, is that although it is cool looking and fun to play with, I'm not sure it is all that useful. Yes, I could think of something to do, like take my students on a virtual trip of Madrid. But then again, I could do that from pictures in a book as well. A science teacher could compare land forms, like the article said, but I think he could do that from a book as well. I certainly don't think this is a bad website, I just think that it is incredibly fancy technology with hundreds of millions of dollars worth of research, that isn't all that useful to the regular Joe, besides for amusement.
What it is probably most useful for is what people are putting on top of it. As the article said, people have put sex offenders addresses on it, or other felons. I have a student whose father works for the FAA who said his Dad is working on a program that puts the weather on top of all the maps. That way you can fly around and check out the weather all over the country. Kind of reminds me of the weather segment of the nightly news. Except it is in your home!
This technology is fun, it's interesting and has lots of possibilities. But as I have said with other technologies I have recently discovered, it is just a tool. It is one of many things we use on a daily basis to get our jobs done. It should never be the only tool used.
Sunday, May 6, 2007
How Can Technology Support Museum Content?
Interestingly, I was just on the Metropolitan Museum’s website looking for information on a field trip. As I was there, I bumped into some interactive activities for kids that were very informative and fun to use. From that site, I found that they have Saturday night programs for kids at the museum, where they take you to some of the art work, talk about it, and then have you produce your own art. It seemed like a wonderful program, so we went the following Saturday.
If it hadn’t been for that online experience, I’m sure we wouldn’t have gone into Manhattan and paid the admission to the museum. They have done a wonderful job educating their patrons about the art, as well as encouraging them to come experience it. For example, one of their interactive web pages tells the kids all about the Temple of Pernib. There are historical facts, lots of pretty pictures, buttons and links to press as well as some entertaining features. Best of all, it encourages you to come to their museum (and we did!)
I think that all museums or public businesses could use an interactive aspect to their websites, since it encourages the customer to learn more, participate and ultimately to buy!
I checked some other famous museums, thinking they might probably have the same thing. MOMA for example, has all their audio tours online, as well as interactive resources for kids. The one I participated in was a space alien explaining “how to make an animation”. It was interesting and accessible to the younger set. Again, as with the Met website, I’m sure it encourages people to find out more, or to see the museum in person.
My recommendation for them would be to make more interactive aspects for adults. It seems like many of them cater to kids, when I think the adults would love to “play” around the website also. I’m sure it could be designed as a little tease, or a wetting of the appetite to get more adults into the museum as well. Of course, every museum website gives information about exhibitions, hours of operations or samples of the works, but I think they need to be more interactive for them to be more effective.
If it hadn’t been for that online experience, I’m sure we wouldn’t have gone into Manhattan and paid the admission to the museum. They have done a wonderful job educating their patrons about the art, as well as encouraging them to come experience it. For example, one of their interactive web pages tells the kids all about the Temple of Pernib. There are historical facts, lots of pretty pictures, buttons and links to press as well as some entertaining features. Best of all, it encourages you to come to their museum (and we did!)
I think that all museums or public businesses could use an interactive aspect to their websites, since it encourages the customer to learn more, participate and ultimately to buy!
I checked some other famous museums, thinking they might probably have the same thing. MOMA for example, has all their audio tours online, as well as interactive resources for kids. The one I participated in was a space alien explaining “how to make an animation”. It was interesting and accessible to the younger set. Again, as with the Met website, I’m sure it encourages people to find out more, or to see the museum in person.
My recommendation for them would be to make more interactive aspects for adults. It seems like many of them cater to kids, when I think the adults would love to “play” around the website also. I’m sure it could be designed as a little tease, or a wetting of the appetite to get more adults into the museum as well. Of course, every museum website gives information about exhibitions, hours of operations or samples of the works, but I think they need to be more interactive for them to be more effective.
Tuesday, May 1, 2007
Darfur is Dying Videogame
Wow. What an incredibly interesting topic. The entire concept of a game that deals with a genocide is certainly cause for discussion!
As I started to listen to the NPR segment, I was very conflicted about the idea. Right now it seems almost cool or politically correct to raise money for Darfur, wear "Save Darfur" t-shirts or even to mention it as one of your "concerns". This game struck me as almost superficial at first. As if it was just capitalizing on this hot topic. All I could think of was how difficult it would be to have fun, or play a game regarding such a serious topic. I likened it to making an Adolf Hitler videogame. No one would go for that! Yet that was another genocide.
As I listened, and then read the article, I was incredibly intrigued. I realized that a videogame would reach an "audience" that we don't normally associate with political action or commentary. I associated this game with a phrase I have often said regarding technology in the classroom, that it is a way of "communicating with adolescents IN THEIR TERMS". A game like this is educational, fun and raises questions in the minds of it's players (which is a good thing).
In regards to your specific question about how to make it more complex, I'm afraid I don't have an answer. My first reaction was to make it more personal, making each character based on a real person. There could be details about what he looks like, how he was abducted or how his life has been effected. But I'm not sure if that doesn't trivialize the situation also.
In my quandry over this issue, I researched a little. I asked my class of seniors (12th graders) what they thought. As usual, they had good commentary. They felt it was in poor taste, they couldn't believe that a videogaming company would pay to have that produced, and they also couldn't imagine that any parent would purchase this for their child. On the other hand, they also felt it was a good idea to bring the serious topic like Darfur to the minds of videogaming-aged kids. They had similar commentary to the article that said these are not the same people who would pick up a copy of the New York Times and research genocide. But they ARE the people who would pursue a topic they don't feel is fair, raise money for a cause or join a protest. In either case, just by bringing up the topic of this game, we had a lengthy discussion of politics, morals and what is "fun". If nothing else, the game was, as you said, an entryway into a complex political topic.
My final research was with the utmost authority, my 10-year old son. I had him play the game with only minimal prior instruction from me as to what Darfur is. He liked the game, but I'm not sure he understood the gravity of the topic. What certainly captured his attention was the end, where it gives you the option to "send a message to President Bush". He said "really?? You mean the REAL president?" He could just not believe that you could actually send a message to the President or to the congress or senate. He was absolutely blown away by that idea. So, he started to craft a message, but kept confusing the terms "militia" with "refugee". For example, he said "Dear President Bush, please help these militias because life over there is really hard!" Maybe he is on the young side of the educational aspect of this game.
What I liked most about what I read and investigated was the idea that there is plenty of room for MORE educational "games" or consciousness raising activities about world politics, cultures or problems. I think I would feel more comfortable with the entire idea of this game if I knew there were many games like it and many more people had access to it. That way learning and gaming would go more hand in hand, and not be the exception.
As I started to listen to the NPR segment, I was very conflicted about the idea. Right now it seems almost cool or politically correct to raise money for Darfur, wear "Save Darfur" t-shirts or even to mention it as one of your "concerns". This game struck me as almost superficial at first. As if it was just capitalizing on this hot topic. All I could think of was how difficult it would be to have fun, or play a game regarding such a serious topic. I likened it to making an Adolf Hitler videogame. No one would go for that! Yet that was another genocide.
As I listened, and then read the article, I was incredibly intrigued. I realized that a videogame would reach an "audience" that we don't normally associate with political action or commentary. I associated this game with a phrase I have often said regarding technology in the classroom, that it is a way of "communicating with adolescents IN THEIR TERMS". A game like this is educational, fun and raises questions in the minds of it's players (which is a good thing).
In regards to your specific question about how to make it more complex, I'm afraid I don't have an answer. My first reaction was to make it more personal, making each character based on a real person. There could be details about what he looks like, how he was abducted or how his life has been effected. But I'm not sure if that doesn't trivialize the situation also.
In my quandry over this issue, I researched a little. I asked my class of seniors (12th graders) what they thought. As usual, they had good commentary. They felt it was in poor taste, they couldn't believe that a videogaming company would pay to have that produced, and they also couldn't imagine that any parent would purchase this for their child. On the other hand, they also felt it was a good idea to bring the serious topic like Darfur to the minds of videogaming-aged kids. They had similar commentary to the article that said these are not the same people who would pick up a copy of the New York Times and research genocide. But they ARE the people who would pursue a topic they don't feel is fair, raise money for a cause or join a protest. In either case, just by bringing up the topic of this game, we had a lengthy discussion of politics, morals and what is "fun". If nothing else, the game was, as you said, an entryway into a complex political topic.
My final research was with the utmost authority, my 10-year old son. I had him play the game with only minimal prior instruction from me as to what Darfur is. He liked the game, but I'm not sure he understood the gravity of the topic. What certainly captured his attention was the end, where it gives you the option to "send a message to President Bush". He said "really?? You mean the REAL president?" He could just not believe that you could actually send a message to the President or to the congress or senate. He was absolutely blown away by that idea. So, he started to craft a message, but kept confusing the terms "militia" with "refugee". For example, he said "Dear President Bush, please help these militias because life over there is really hard!" Maybe he is on the young side of the educational aspect of this game.
What I liked most about what I read and investigated was the idea that there is plenty of room for MORE educational "games" or consciousness raising activities about world politics, cultures or problems. I think I would feel more comfortable with the entire idea of this game if I knew there were many games like it and many more people had access to it. That way learning and gaming would go more hand in hand, and not be the exception.
Wednesday, April 25, 2007
Evaluation of a Spanish Grammar Exercises Website
I've discovered a Spanish Grammar website that I think is wonderful (www.colby.edu/~bknelson/exercises/). Basically, it is a website that has basic grammar exercises as well as songs, interviews and stories that incorporate reading, writing and listening into the site. It was interesting to go back and evaluate it on such a detailed level, using the Kathy Schrock template. Often, I think we take things at face value, when it is a very useful exercise to critically evaluate it based on important factors.
The technical and visual aspects of the site are excellent. It is easy to use, loads well, there are not "page not found" messages nor any major problems. The content is also wonderful. This is information that you could never get in a book, due to the multiple medias it uses at the same time. Not only is it teaching you spanish, new vocabulary and aspects of culture, but it does it without directly translating into English. For example, there is a song called "Ofrenda", which is all about the altars used in Oaxaca during the Day of the Dead celebration. The song is there (audio), along with the words. But the interesting part, is that the words that are difficult are highlighted and can be used as links. When you press on the word "trigo", a picture of "wheat" comes onto the screen, while the song is still playing. This way, they are still listening to the song, following along with the lyrics and understanding even the difficult vocabulary all at the same time. And they never break into English.
This page is the baby of Barbara Kuzkun Nelson, a professor of Spanish at Colby University. She has put it up on the internet for public use, and I am entirely confident that what she has put up there is correct, and valid.
The pedagogy of the page is also excellent. Any time you can teach in a variety of mediums at the same time, you are reaching kids at all different levels. It is educational as well as entertaining at the same time. There are many different links for each topic, so you don't only get the song activity, but backgrounds on the singers, pictures from Oaxaca as well as grammar exercises related to the song. It is a very thorough treatment of the topic and an admirable project for someone to have put together for free internet use.
The technical and visual aspects of the site are excellent. It is easy to use, loads well, there are not "page not found" messages nor any major problems. The content is also wonderful. This is information that you could never get in a book, due to the multiple medias it uses at the same time. Not only is it teaching you spanish, new vocabulary and aspects of culture, but it does it without directly translating into English. For example, there is a song called "Ofrenda", which is all about the altars used in Oaxaca during the Day of the Dead celebration. The song is there (audio), along with the words. But the interesting part, is that the words that are difficult are highlighted and can be used as links. When you press on the word "trigo", a picture of "wheat" comes onto the screen, while the song is still playing. This way, they are still listening to the song, following along with the lyrics and understanding even the difficult vocabulary all at the same time. And they never break into English.
This page is the baby of Barbara Kuzkun Nelson, a professor of Spanish at Colby University. She has put it up on the internet for public use, and I am entirely confident that what she has put up there is correct, and valid.
The pedagogy of the page is also excellent. Any time you can teach in a variety of mediums at the same time, you are reaching kids at all different levels. It is educational as well as entertaining at the same time. There are many different links for each topic, so you don't only get the song activity, but backgrounds on the singers, pictures from Oaxaca as well as grammar exercises related to the song. It is a very thorough treatment of the topic and an admirable project for someone to have put together for free internet use.
Monday, April 23, 2007
Sony Wonderlab Visit
Although I loved the idea of the tech center, I didn't find anything there that I didn't already know about technology that I could use in my class. Of course, there were very informative displays, interactive stations and lots of interesting things to see and do, but as a teacher I didn't find anything to "bring home" as they say.
Right now, I have the luxury to work in a district that has given me all the technology I want, and more so. Not only do I already use multiple types of language sources to teach spanish, such as tapes, DVDs, VCR, Smartboard interactive activities, overheads etc, but we have also recently added a language lab to the mix. We now have 24 computers with recording software and access to the internet available ONLY to the language classes. I have instant (and constant) access to many of these resources on a daily basis. So, for example, I can listen to an authentic source of spanish on the internet, and have the students blog their reactions, or record a response, all in spanish. The students love the technology aspect to the lessons, and I must admit, I do too!
Right now, I have the luxury to work in a district that has given me all the technology I want, and more so. Not only do I already use multiple types of language sources to teach spanish, such as tapes, DVDs, VCR, Smartboard interactive activities, overheads etc, but we have also recently added a language lab to the mix. We now have 24 computers with recording software and access to the internet available ONLY to the language classes. I have instant (and constant) access to many of these resources on a daily basis. So, for example, I can listen to an authentic source of spanish on the internet, and have the students blog their reactions, or record a response, all in spanish. The students love the technology aspect to the lessons, and I must admit, I do too!
Hillary Clinton's Campaign
As all presidential campaigns, Hillary has been very well coached on making sure she has a presence on all the different media outlets available to her. I am positive that she herself has never been on flickr in her life (or any of these other sites), but her campaign makes sure she is there.
I carefully read through much of her website (and viewed the videos), and I was very happy to see that she actually discusses current topics as well as her viewpoints and plans on those sites. When I was in high school, 20 some years ago, we were also asked to contact the campaign headquarters of different candidates, to find information on their viewpoints because the teacher wanted us students to debate each other as if we were the candidates. My memory of it was how difficult it really was to find out a solid opinion or plan from the candidate. There were lots of lofty statements like "I'm for better government ", "no one wants to pay more taxes" and things like that. But from the look of it now, a student could go to Hillary's website and download her 10 point plan for government reform, her former proposal on universal healthcare (with some quotes about how she wants to do it now), her position on Iraq and a timeline for withdrawal of troops, etc. It seems that with enough time, the students could adequately prepare for a similar debate to what we did in high school, only this time, the students might have something to say!
As I commented to Brian in an email, I don't think that their "presence" on Facebook nor on Myspace is in anyway educational nor informative. First of all, to search them on Facebook, for example, you are only searching for that name amongst YOUR NETWORK of friends, not the entire internet. It is information that someone wrote ABOUT them, not by them. Second of all, you might find a group of kids that have created a "group" like "Spanish Teachers for Hillary", but not any information directly from the Hillary campaign. Lastly, it seems to me that both Facebook and Myspace are simply a blog amongst your friends, and from what I've seen, it is incredibly lame at that. If I see one more "I love you Hil" type comment, I'm going to log out permanently. A discussion group or a blog site should be more informative and more "meaty", in my opinion. Why voice your opinion if it is the same as the first 20,000 people that responded?
The candidates must be present on all these different sites, and it has been interesting to see how they have done that. I think this is only the beginning much more to come.
I carefully read through much of her website (and viewed the videos), and I was very happy to see that she actually discusses current topics as well as her viewpoints and plans on those sites. When I was in high school, 20 some years ago, we were also asked to contact the campaign headquarters of different candidates, to find information on their viewpoints because the teacher wanted us students to debate each other as if we were the candidates. My memory of it was how difficult it really was to find out a solid opinion or plan from the candidate. There were lots of lofty statements like "I'm for better government ", "no one wants to pay more taxes" and things like that. But from the look of it now, a student could go to Hillary's website and download her 10 point plan for government reform, her former proposal on universal healthcare (with some quotes about how she wants to do it now), her position on Iraq and a timeline for withdrawal of troops, etc. It seems that with enough time, the students could adequately prepare for a similar debate to what we did in high school, only this time, the students might have something to say!
As I commented to Brian in an email, I don't think that their "presence" on Facebook nor on Myspace is in anyway educational nor informative. First of all, to search them on Facebook, for example, you are only searching for that name amongst YOUR NETWORK of friends, not the entire internet. It is information that someone wrote ABOUT them, not by them. Second of all, you might find a group of kids that have created a "group" like "Spanish Teachers for Hillary", but not any information directly from the Hillary campaign. Lastly, it seems to me that both Facebook and Myspace are simply a blog amongst your friends, and from what I've seen, it is incredibly lame at that. If I see one more "I love you Hil" type comment, I'm going to log out permanently. A discussion group or a blog site should be more informative and more "meaty", in my opinion. Why voice your opinion if it is the same as the first 20,000 people that responded?
The candidates must be present on all these different sites, and it has been interesting to see how they have done that. I think this is only the beginning much more to come.
Ease History Lesson with Campaign Ads
I absolutely LOVE the idea of comparing and contrasting political ads of a specific time period, in order to get the students to deduce the important issues of the day, as well as to determine the attitude of the candidates. It is a wonderfully challenging activity that teachers are often looking for. Rather than giving them all the information, having them memorize it and produce it on a test, the student must do the work just to get the information in the first place. It think this would greatly improve critical thinking skills, which we all know, they need more of.
But unfortunately, it seems to have it's down side as well. I must admit that it would be a little intimidating to many teachers to teach this way. Without the concrete information listed in a book, without a summary page at the back of the chapter, or without the worksheets produced by the publisher, many teachers might be a little nervous to adapt this type of lesson. There are teachers who would be incapable of creating this type of discussion or encouraging the students to theorize, guess or analyze without giving them all the answers directly (not any teachers I know of course!). I'm sorry to say that, but let's face it, it's true! What I'm sure of, is that looking at this lesson, I personally was a little intimidated at trying to teach this way. But then again, this is not my area of specialty. Maybe that's why it seemed a little more daunting.
The other draw back to this type of lesson would be in the timing of presenting the material. It seems like the students would need an extraordinary amount of time to analyze, think and discuss what happened in 1984, for example. Unfortunately, our state and federal "proficiency" tests that all high school students must take are written for content, not thinking skills. I'm not sure a social studiest teacher would have time to teach this way, with the way the curriculum and state standards are set up.
Lastly, I'm incredibly impressed with the people who researched this and put it all together. It's amazingly detailed and informative.
But unfortunately, it seems to have it's down side as well. I must admit that it would be a little intimidating to many teachers to teach this way. Without the concrete information listed in a book, without a summary page at the back of the chapter, or without the worksheets produced by the publisher, many teachers might be a little nervous to adapt this type of lesson. There are teachers who would be incapable of creating this type of discussion or encouraging the students to theorize, guess or analyze without giving them all the answers directly (not any teachers I know of course!). I'm sorry to say that, but let's face it, it's true! What I'm sure of, is that looking at this lesson, I personally was a little intimidated at trying to teach this way. But then again, this is not my area of specialty. Maybe that's why it seemed a little more daunting.
The other draw back to this type of lesson would be in the timing of presenting the material. It seems like the students would need an extraordinary amount of time to analyze, think and discuss what happened in 1984, for example. Unfortunately, our state and federal "proficiency" tests that all high school students must take are written for content, not thinking skills. I'm not sure a social studiest teacher would have time to teach this way, with the way the curriculum and state standards are set up.
Lastly, I'm incredibly impressed with the people who researched this and put it all together. It's amazingly detailed and informative.
Monday, April 16, 2007
Historical Thinking and Other Unnatural Acts
As a language teacher, I need to teach grammar, vocabulary, accents etc. all in a foreign language. I need the students to learn to think differently. You just can't express yourself the same way in English as you can in Spanish, even at the fundamental level. So, as I read this article, this quote stood out to me:
As Wineburg says: "it is much easier to learn names, dates, and stories than it is to change the fundamental mental structures that we use to grasp the meaning of the past"
I find, as I'm sure many of you do, that the students just want to learn words, spelling and rules (or names, dates and stories, as he says above). They want to master the rules of grammar that the words will ALWAYS fit into. Unfortunately spanish doesn't work that way, nor does life. Let's face it, there are many adults that want to learn that way too! (As the article pointed out so clearly) It is incredibly difficult for any teacher or student to change they way they think in order to better understand something. I'm not sure it is possible at all.
Lastly, what stood out for me was towards the end of this article. It was the college professor analyzing the historical documents. I actually felt sorry for him at first when the author said his comments weren't any more intellectual than some of the graduate students. But then the professor went on to ask, analyze, question, relate, and ask some more. I was so impressed with his ability to compare, contrast, ask and question himself, much less the documents, in order to create meaning for himself. I know I don't have that ability to analyze, much less the patience to do it that long and that well. It occurred to me that very rarely in my education did a professor ask me to do that. We as teachers need to find more ways to do that more often. It is a critical aspect of education.
As Wineburg says: "it is much easier to learn names, dates, and stories than it is to change the fundamental mental structures that we use to grasp the meaning of the past"
I find, as I'm sure many of you do, that the students just want to learn words, spelling and rules (or names, dates and stories, as he says above). They want to master the rules of grammar that the words will ALWAYS fit into. Unfortunately spanish doesn't work that way, nor does life. Let's face it, there are many adults that want to learn that way too! (As the article pointed out so clearly) It is incredibly difficult for any teacher or student to change they way they think in order to better understand something. I'm not sure it is possible at all.
Lastly, what stood out for me was towards the end of this article. It was the college professor analyzing the historical documents. I actually felt sorry for him at first when the author said his comments weren't any more intellectual than some of the graduate students. But then the professor went on to ask, analyze, question, relate, and ask some more. I was so impressed with his ability to compare, contrast, ask and question himself, much less the documents, in order to create meaning for himself. I know I don't have that ability to analyze, much less the patience to do it that long and that well. It occurred to me that very rarely in my education did a professor ask me to do that. We as teachers need to find more ways to do that more often. It is a critical aspect of education.
Tuesday, April 10, 2007
Field Experience
This week I'm laid up at home, due to some surgery I had. I expected to be back to work by today, Tuesday, but the surgery was much more extensive and complicated than the doctors had imagined, so as a result, the recovery is too. I need to take this entire week off as well. But here is the problem: I have my AP exam in 3 weeks! Of course all my classes are important, but this is really NOT the time to be missing my AP class. So, I realized that a blog would be a perfect solution to this problem. All week, I've given them assignments through the blog, and they are responding through postings. It is almost as if I have to change my course to be an "online" course for a week. I had to get all their email addresses, I had to create appropriate activities, and I had to instruct them on how to use it. (You would think they know... but many of them didn't!!!) What I'm loving about it, is that they can make a posting, but they MUST reply to another person's posting, making this format much more interactive than the regular composition type of assignment I normally give. I'll keep you up to date on how it goes.
The only bad thing about this is that I have one blog account for a few different blogs. So, when I respond to you all, it comes up as "Sra. Juana", rather than "Maggie". Sorry -- I'm not trying to be so formal, but I can't have my students calling me Maggie!
The only bad thing about this is that I have one blog account for a few different blogs. So, when I respond to you all, it comes up as "Sra. Juana", rather than "Maggie". Sorry -- I'm not trying to be so formal, but I can't have my students calling me Maggie!
Monday, April 9, 2007
Cognitive Flexible Theory
The educational goals listed at the beginning of this article had me hooked immediately because they are the same goals I struggle with on a daily basis. The idea of teaching students to learn and not memorize, or teaching students to apply the principles of spanish grammar to everything they have learned and not just to today's exercise is a problem I deal with on a daily basis. It is also overwhelming to them that what they learn today, they have to be able to apply tomorrow, next week and next year in all different situations. In fact, I tell them that what they have learned in 6th grade must be readily accessible in their minds during 12th grade, for example.
This theory seems to deal exactly with that goal. As I read the article, and looked through the EASE website, I was very impressed with the idea. Learning history, historical concepts and terms through ads, cartoons, pictures, etc, is phenominal. I think it truly embodies the idea of presenting information to a student without giving him all the "answers". The student must look at the information, synthesize it, have an opinion and apply it to different situations.
Unfortunately, I was selfishly disappointed because I would love to find a similar way to teach the spanish language. I would love it if someone could give me the tools to teach a language in the same way. Hopefully through further investigation, the answer to my question will become apparent. After all, I completely agree with the conclusion to the article, when it says that these types of skills are essential in order to preform in 21st century-type jobs.
This theory seems to deal exactly with that goal. As I read the article, and looked through the EASE website, I was very impressed with the idea. Learning history, historical concepts and terms through ads, cartoons, pictures, etc, is phenominal. I think it truly embodies the idea of presenting information to a student without giving him all the "answers". The student must look at the information, synthesize it, have an opinion and apply it to different situations.
Unfortunately, I was selfishly disappointed because I would love to find a similar way to teach the spanish language. I would love it if someone could give me the tools to teach a language in the same way. Hopefully through further investigation, the answer to my question will become apparent. After all, I completely agree with the conclusion to the article, when it says that these types of skills are essential in order to preform in 21st century-type jobs.
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