Share Your Learning
The program for our Fall meeting is for each member of our chapter that has attended a conference, faculty development or training course, or other learning opportunity, to explore their area of expertise and to give a report to the chapter members on the concepts or skills that they found interesting, or that they have been able to implement, that may be of interest or of value to the members at large. Chapter members are to be involved in open dialogue/discussion as these reports are posted. For instance, application of the ideas, concepts, or skills.
Archived Posts to the Discussion
October 2007
| Name | Comment |
|---|---|
| Marilyn Simon | Welcome WU Kappans! I am the proud advisor of this magnificent organization. I am also a proud member of the Board of Trustees of the Responsibility project. I just returned from a visit to our school and wish to share some information. “If you want to help for a day, give them rice, If you want to help for a few years, give them a tree, If you want to help for a lifetime, give them an education” David Lynch Entrenched by flies and smothered by the stench, the Glass Children scrounge the mounds of garbage in the Tijuana municipal dump, for whatever may be worth a peso or edible for the family dinner. It is here where they live with their families in cardboard hovels. Up until just a few years ago, they thought their lives were destined for this life of misery: that is until RESPONSIBILITY built them their first school. It is this school, which is totally supported by private donations that needs help to survive. On November 17, 2007, Responsibility will be holding its 27th anniversary and gala fund raiser. All participating businesses will be advertised in the evening’s brochure and listed as supporters of the children’s school in our national and international newsletters. Your valuable donation will be recycled into a priceless education. |
| Andre Elliott | Dr. Simon, the esteemed advisor of our cyberspace chapter, has shared what is going on with the responsibility project. I made a $150.00 donation to support the 27th anniversay event. I encourage each of you to consider making a contribution. Welcome to our fall meeting. I look forward to sharing what we are experiencing in our unique locations and settings. |
| Andre Elliott | I recently enjoyed a math presentation called "Hands On Equations/Borenson Algebra. It was presented by a school principal who thinks that many schools should consider it for students who have trouble understanding absract concepts in algebra. Below is a decription of the hands on program. I am wondering if you have heard of this? What is your opinion? Is there another program that you would recommend to boost mathematical understanding for children. http://www.borenson.com/ Hands on Equations - A concrete, manipulative based introduction to algebra that can be presented to children as young as 7. All you need to know is your basic addition / subtraction facts and to be able to learn the "rules" of legal moves you can make to solve equations. Ingenious program with wide age range applicability, see full review below. While it appears to be supplementary, it fills in so much conceptual understanding for children in the upper elementary and middle school years that is often not provided by traditional math programs and fully prepares for Algebra I. |
| Theran Mugleston | I do not teach K-12, however, I am very interested in the education that takes place in K-12 because the students that come out of K-12 enter into college where I do teach. About 2 years ago I attended some training that described the various "generations" and what teaching methodologies worked best for these various age groups/generations. What have you found, or discovered, as teachers of students in this age range? Have you seen a change? Have you found it true that generations do have "better" ways of reaching students? I would love to hear your responses so that I can adjust my teaching as these "generations" come into my courses. |
| David Kenneth Waldman | Theran Applying different teaching methodologies by teachers of differnt generations to children k-12 would be the same applying Erik Erikson's theory of development. You teach according to age and developmentally appropriate practices to each stage of development. Friere would have you apply democratic principles and have you let your students take you to where they want to learn. It is not the generation of the teacher or the generation of the student if I understand your question correctly as in my experience it is developmentally appropriate experiences that allows and motivates students to think for themselves and to become responsible and self discplined seeing consequences for their actions. That teaches them the valuable social science skill of cause and effect. In this age group which takes in elementary age to young adults culture, parental, religious and society's influence play a very strong role. The wonder of teaching this age range is to see the growth and how much the world opens for them. If I am a 22, 42, 62 or 92 year old I would teach to have students reach a little beyond their grasp. Each age from K to 12 brings with them the ability to become engaged and more democratic in their thinking. That is what I would develop and nurture and encourage. Let me hear your thoughts as I may have missed your original point and took your question in another direction. In any event it is an interesting question. Thank you David |
| David Kenneth Waldman | Hello from Germany, ( I posted this in the wrong place and thanks to Gay it appeared. I have moved it here for easier reading) As I write this I am looking out of my office window and I see that the colours of fall have started to take over from the sea of green of the summer months. Change comes each season here in Germany and sometimes change occurs more slowly or is not recognized such as Indian summer days in fall. I start my comment not talking about the seasons or weather but about change and what we learn from change. The same is true when we attend a conference and change our perspective to note the differences of fellow colleagues thinking and research. What do we learn from changing our perspective and starting learning to see from another's point of view. In this meeting we will be discussing lessons learned from conferences and other perspectives. I suggest that everytime you step out of yourself and view the change from the same awe of wonder when you see the seasons change you will notice more what is going on and appreciate it with a new found passion. Such is my thinking. Welcome to the new members and our ongoing members. You are Walden Cyberspace Chapter, not the board not our new esteemed President. Each of you make up what our chapter's potential will become. Let us hear about your insights, and lessons learned so we become a chapter that not only talks about social change in education but leads PDK in showing what a small committed group of professionals are capable of. Let me hear your voice. David, Vice President Walden Cyberspace Chapter, PDK. (davidkennethwaldman@tolovechildren.org if you want to be in touch after the meeting.) |
| Andre | I posted a message regarding Gay Wiseman's interest in eradicating poverty in the world. I am not sure if it will appear in the business discussion area. Therefore, later, I will submit it here, if necessary. Presently, I am working with chapter officers regarding our awards program which recognizes outstanding members. We have a report to give during this meeting. I am away at this time in Canada attending the PDK Global Conference on Education. Therefore, I will work with members on the awards committee to submit the report within a few days. Take care. |
| Marilyn K. Simon | Since becoming involved with the Responsibility Project I have learned of people all over the globe working tirelessly to help children receive an education. One of the most inspiring books I have read in a long time is Three Cups of Tea. Here is what Tom Brokaw had to say about this book: Three Cups of Tea is one of the most remarkable adventure stories of our time. Greg Mortenson’s dangerous and difficult quest to build schools in the wildest parts of Pakistan and Afghanistan is not only a thrilling read, it’s proof that one ordinary person, with the right combination of character and determination, really can change the world.” -Tom Brokaw |
| Theran | David, Thank you for your extensive remarks. Back when I was in the KAM program (prior to completing the program) I recall one of the KAMs dealt with "learning" or the process of learning, and much of it dealth with the various stages of life. I correlate this to much of your remarks. Likewise, has not research shown that various "generations" learn or show different styles of learning, such as the Generation X, Gen-Y, Millenials, and so forth. How can someone, for instance that is a Gen-X person, as a teacher for example, adapt to teach Millenials? For instance, Blooms Taxonomy, how can we adapt it to teach students from the various generations? In business we set standards and measure against those standards, in effect there is no variance for different age groups, styles, gender, etc., everyone is measured against the standard. |
| David Kenneth Waldman | Theran Thank you for your response. I see that teachers are already trained to teach to various learning styles such as a auditory, visual or tactile learner. I would add building our your post that I would teach critical thinking skills, cultural awareness and ethical courses. This would in my opinion reach all generations. When I teach or give a speech i.e. I now speak in front of 192 or so nations at one time at the UN at Commissions on Women Discrimination, Social development I have to consider my audience. I know I am speaking to listerners that English is a second language or that they are hearing my remarks translated into their language and may lose the orginal meaning so I have to select my message and words carefully and thoughtfully and consider my intent of my message. When I teach I do the same thing. As a soon to be 55 year old a baby boomer, born in New York, liberal in my thinking and with a old testament background for my spiritual education I can not teach from that perspective. You don't adapt or perhaps this is semantics you teach which is to open pathways for learners, to mentor, give examples, provide opportunities for hands on learn, collabortive learning, bring primary source materials and real world situations into the classroom, allow for each individual level of academic achievement and teach to the individual with creating ala Friere democratic goverance in the classroom. Various generations will all adapt if a teacher is aware of the technology, society, the economy, the parental and neighborhood influence on the child, teach technology literacy and know that today's child is bombarded with messages and visual images. The solution is not to give back a lot of visual images but to create a alternative means for the child to engage in reading and thinking. Not to adapt to the society's maladies in providing content but to teach, that is what a good teacher does. I know you already understand and know these things and I feel like I am preaching to the choir. In business you can measure against quantifiable standards. A sales quote, number of customers reached, etc. In education each child has to be measured by a general standard of a child developmentaly at this age and experience will be able to do these things and against the indvidual child as Piaget and Erikson tell us all children learn and develop at different rates within a linear progression. Some children stop developing at a stage. How many adults do you know act like teen agers or children in their emotional responses to life? What are your thougths or anyone? |
| Theran | I just finished reading this morning a very detailed study/article on cheating in China (cheating on exams etc.). This type of cheating seems to be institutionalized. My question is, how ingrained or evident is cheating, plagiarism, etc., found in our schools? Are we teaching morals, ethics, values, and so forth in our K-12? A personal case, I recently taught a class, and one of the grading criteria was to write about a Corporation and its strategies in APA. I was shocked at papers that were turned in (the content was good, the APA was horrible). I really got after them. Of course when I got my student evaluations they all wanted me terminated, I was a horrible instructor, all the fault was mine, and so forth. I have no idea what the administration will do, I will have to wait to see. Nevertheless, I see this as a growing issue (cheating, plariarism). What are your thoughts? Anyone? |
| Julie Macker | I returned Friday from a two day workshop on Visual Phonics. Visual Phonics was created 20 years ago by a woman with 3 deaf children and 9 hearing children. Yep, in her SPARE TIME with NINE kids, she created this outstanding visual representation of 45 hand signals (cues) and printed symbols that look and feel like the 45 English sounds they represent. It is a visual representation of sound. It can be used for both hearing and deaf children alike, for speech production, spelling, writing, and reading purposes. It was AMAZING! It isn't often that I feel like I truly got my money's worth from a workshop, but this one was incredible! It is applicable for all ages and grade levels. For more information, visit www.seethesound.org. |
| Marion Carpenter | 1) Marilyn's Responsibility Project sounds like one that our chapter should strongly consider as a service project this year - it is excellent! (2) Theran, yes, cheating is becoming more 'acceptable' by students all over; yet there will always be some who will remain honest. As for the fussing of your class, they cannot accept that their lack of knowing + their lack of wanting to work to find out how to do APA are the problem - it has to be somebody else, & it is the teacher, of course. This is the way of the world now - the woman who spilled coffee on herself while driving did not blame herself - it was McDonald's for making the coffee too hot, & she won a huge lawsuit over it. This 'blame other' attitude is widespread but made more acceptable by such lawsuits & media hype. I think it started when we were told with the 'new math' in the mid 1960's that if they got a problem wrong we were not to embarrass them, but praise them & NOT tell them the right answer. And so it goes. Some schools are teaching the morals & values - there are specific programs that help, and the results are most encouraging in the reports from teachers in various schools.(3) Julie, I taught visual phonics for several years to special ed kids, & it works wonders with them! It is indeed a great program. (4) David, I can remmeber being at a 4th of July picnic, & a 35 year old man was shooting spitballs at people; not unusual for him, either. With some, they stop at their intelligence level; an 18 year old with a 50 IQ will act as a 9 year old. Some are ADD (ADHD) & the immaturity for those is usually high, but the intelligence is also high - they just act first & think later. The emotionally disturbed don't act - they react to most everything; one must build trust with them. But most sadly of all is poor parenting so that children do not build bonds of trust and love with anyone except gang members like themselves. Many have a 'me first' mentality so others are treated poorly. Somehow, kids need to learn true parenting and love. (5) I've been reading the Oct. Kappan article on Finland's ways of teaching that gives them the least percentage of inequality of all students in all tested academic areas. They have found ways to help all of their students catch up to a 'normal' level of learning at all stages of school, & they have a very small drop out rate (6% compared to USA's 25-30%). It's been really interesting to read everybody's comments, and the article is good, too. |
| Marion Carpenter | PS Finland has also built up the teachers' image, so that they are very highly respected, though the pay is not high. At the high school level, more students want to become teachers than any other profession. |
| Dianne Anderson | I presented a Web 2.0 presentation during summer professional development in August. Teachers were introduced to blogs, wikis, and RSS readers. A wiki was used to make prepare the report for the Accreditation team that just left our school. |
| Andre Elliott | One value of the aforementioned communications is the revelation that we, in our particular locations, are engaging in a plethora of professional development experiences. When educators share their knowledge and craft, they are at the top of their game. I am hopeful that we can look deeper into some of the topics that have been introduced during this meeting in the months and years to come. The year 2007 marks the tenth year of our cyberspace chapter, if we count from the moment of conception. Officially, our charter indicates that we are seven years old. All things considered, we have the opportunity to continue to be something special. When I reflect upon the character of the individuals who have served and those who continue to serve our chapter, I believe that we will boldly do what no PDK chapter before us has ever done. |
| Jennifer Pullman (Jenny) | This past week I was delighted to attend a wonderful professional development workshop involving teachers and professional musicians. A brilliant composer from New York City named Eliot Bailen, along with the talented (and so funny!) conductor of the Bay Atlantic Symphony Orchestra, Jed Gaylin,(yes, Bailen and Gaylin!) brainstormed with South Jersey music & art teachers to come up with a collaborative musical presentation for the Spring Cape May Music Festival. Our many students will serve as the singers, actors, orchestra members, string ensemble, stage designers and artists of paintings (for a lobby and theatre exhibit). This exciting event will be seen by the many tourists as well as local residents who converge for the renouned Cape May Music Festival each year. So--our kids will benefit not only from the expertise of the guiding professionals, but their creative work will be seen and appreciated by a very large audience. Plus, funding from the Mid-Atlantic Center for the Arts supports us all. This workshop underscored the value of community and multi-community collaboration to address the limits placed on us as educators in the context of one district or school. It was inspiring for me and will be inspiring for my students to meet and work with successful, creative professionals, as well as students from other areas of the state. I hope this type of broader collaboration will be increasingly recognized for the amazing benefits it offers today's schools and arts programs. |
| Theran | As Andre mentioned, there have been some "teasers" mentioned here, that is, members have noted some training/development that you have participated in, but because of limitations it appears that depth of discussion coverage has been superficial, sort of introductory--teasing us. For example, Diane and the Web 2.0, Jennifer's Music, Marilyn's Responsibility Project, Julie's visual phonics, David's UN Commission on Women's Discrimination, and Andre's PDK Global Conference. If anyone here has a desire to go into greater depth and provide more detail, please get with me so we can work something out. I can be reached at fin_serv@yahoo.com (note there is an underscore _ between the n & s. Thanks to all of those that have participated so far, and all those that have come by and read the postings. |