Research is something that most of us do daily. We might not be writing a literature review or even a research paper, but research goes on daily if we are active as a teacher. I am constantly looking up information or googling ideas that can help me be a better teacher. I have discovered that it takes an immense amount of research to ensure that everything is in order to implement a change. Especially a change that introduces something new to a group of teachers and students. There are many obstacles that we will face as leaders and the more prepared we are for any challenges that will come our way the smoother we will be able to rectify them. Continue reading
Who knew that creating a change was going to be so complicated? The past four weeks I have been getting tips and advice on how to implement change. I have used a few different models to help me with this. Trying to get a group of teachers to accept and use something new isn’t easy. Dr. Dwayne Harapnuik has introduced me to a few helpful tools that will hopefully help my colleagues get on board with my goal of implementing e-portfolios. Anyone who is a teacher or has dealt with teachers know that most of us are very hard headed, strong willed people who think we are always doing what is best and see no reason for change. My job is to create a change amongst my colleagues. I want them to to create and learn how to use an e-portfolio so they can implement them in their classroom. Continue reading
It is nearly impossible to please everyone all the time. We all have different views, backgrounds, ideas, and we all perceive information in our own way. This is very true amongst a group of teachers. We are a hard group to have others opinions and ideas forced on us. Forcing information on someone and expected them to be a positive influencer is not going to work. When creating a change that includes teachers having to do more work you better be ready for some opposition. My plan, implementing e-portfolios in the classroom, will create more work for the teacher initially, but it will decrease their workload after it is created and being used as a tool in their assignments. It is my job to make them see this. Continue reading
One thing I have learned about teachers in my fifteen years of teaching is that the majority of them detest change. They get comfortable with how and what they are doing and see no reason for change. Every year at our inservice days and technology days I hear the same thing over and over, “I don’t see why we have to waste our time listening to these people,” “This is a total waste of time,” “These classes have nothing to do with me or my students,” I could go on and on. The point is most teachers are not perceptive to learning new things unless it directly relates to and will benefit their class or teaching techniques. That is were I think my plan will move ahead of other ideas, plans, techniques that we are forced to listen to at our inservice meetings. Continue reading
Incorporating technology into the classroom and implementing change are both difficult challenges. I have been given the task of combining these two challenges. Implementing a change that incorporates use of technology in the classroom. Not an easy task, to say the least. There are a lot of obstacles that must be conquered and many unknown problems that we have to prepare ourselves for. Working out all the details is tough. Continue reading
Change is hard, creating change is even harder, and accepting change is the hardest. We do not like to accept change if we feel like what we are doing is working. I think that is human nature. If it isn’t broke don’t fix it. That is the attitude of most people. This attitude does not allow us to advance, our education system needs positive change. It is broke, we are not teaching to our students in a way that they desire or learn to their fullest potential. They are bored with lecture, our students need hands-on learning experiences where they can personalize their education. Continue reading
Students learn in many different ways. We can not expect every student to retain information and grasp concepts the same way as their peers. We should be teaching in a student based learning environment in which each student has the opportunity to learn in the manner that works best for them individually. Continue reading
Students that have a fixed mindset limit themselves in their learning process. They try to hide mistakes, become defensive when wrong, give up quickly if they do not understand, and often avoid challenges. A student with a fixed mindset thinks that intelligence can’t be changed – people are only good at things they are born good at. They ignore constructive criticism and are threatened by others success. The fixed mindset student does not take chances on learning new information for fear of failure. I feel like these students are missing out on a huge part of learning. We, as learners, often need to fail in order to succeed. Continue reading
After much confusion and a few anxiety attacks I have completed a 3 column table using templates for course planning included in Fink’s 3 column table and an Understanding by Design (UbD) model using the one page template from Wiggins and McTighes’ book Understanding by Design. I will share how I feel about the two.
After trial and error I finally used the 3 column table to create a set of goals that stretches over the entire year of my Art I course. I began with a Big Hairy Audacious Goal (BHAG) that is broad and attainable for my students then I created outcomes that would prove the students knew what was expected of them and could attain the goals. Continue reading
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