For Some, Understanding Math May Always Be Distant Target!

Crossroads by StuffEyeSee
Attribution-NonCommercial-NoDerivs License

For some teachers, even some "good" teachers, understanding mathematics will always be a distant target within a warren of incomprehensible facts and rules. You've heard teachers make statements like: "I never liked Math!" "I just don't understand why this math skill has to be in the curriculum!" "Is this too advanced?".

In trying to understand those who teach mathematics, valid research is available that seeks to interpret elementary school teachers' math teaching success, especially as it relates to their attitudes and capabilities. Take your pick of any of this research on Teacher's Attitudes Towards Mathematics. The idea that many of our peers have a fear of math and lack the basic understanding of what they are trying to teach should not be a surprise.

Therefore, it is easy to understand that teachers who do like and understand mathematics and its place in the school curriculum make up the minority of teachers. Most likely, there will be a gulf between their ideas about teaching math and those of the teachers who are weak in math. Those who "get it" tend to be more organized in their approach to teaching the children, while those who don't get it tend to look for a fluffy way to teach something that is NOT ephemeral. Math has organization, boundaries, rules....

In the elementary school, teachers must understand that all this logic of math is based on the Real Number System. Although it's NOT ROCKET SCIENCE, it's NOT FLUFFY either.

In mathematics, we look for ways to talk about how to solve a problem, but we also MUST support a system of understanding for students. That's where the organization comes into play. The more the teacher understands and feels comfortable with the ideas and facts of math, the easier it is for students to do the same. Then this teacher will help the students, in a concrete way, develop a clear understanding of their strengths and weaknesses. This teacher will use any and all available data provided through testing in the class or the school to bring success in math to all students.

Drops of Old Glory

drops of old glory
Originally uploaded by Steve took it

Amazing images that are shared with us are available to all students and teachers for use, as long as we follow the Creative Commons Share-Alike non commerical copyright. That's always easy to do, since we are teachers and students.

Winsome Wednesday: Share with SynchTube

mirrors06.jpg by joshstaiger
Attribution License

What is Synchtube? A beta web application that can be used to create a synchronous, virtual group that can view and interact about the same YouTube video.

It's a way for a group of people to synchronize the way they view YouTube videos. Invite a group to watch a YouTube video at the same time. It's an opportunity to discuss, enjoy and elaborate on any video available on YouTube.

Will you try it? What do you think of SynchTube?

I think it could be used for many professional development opportunities, as well as class discussions and projects. The beta project has a bright future. Just use it.

clipped from www.synchtube.com

synchtube is the only place to watch YouTube videos with friends in real-time!

Simply paste a YouTube link and create a room. You can share this room with others, and watch videos in real-time... well enough talking, just try it already!

Anticipate and Skype Your Reaction

Impatience by mdezemery
Attribution-NonCommercial-NoDerivs License

Integrating technology organically turns the unobtrusive, the familiar into something new and unique.

These are Skype techniques that belong to the Anticipation Reaction learning strategy family.

• If students are away from class, but able to virtually participate, they can watch, text and be viewed through Skype.

• Total class involvement: ask or display a question, statement or problem in class, then students answer through Skype. Begin the discussion after all have answered.
  

• If a student wants to ask a question, they can ask in private, through Skype, without other students knowing, if they are shy or think it would be embarassing.

After all anticipatory answers are received by the teacher and discussed in class, students can skype their reactions(answers)to the lesson. Changing some answers and leaving others as they were originally skyped will encourage student learning in a non-threatening environment using this user-friendly, ubiquitous online web application.

3 Ways to WORDLE Share

Interested in learning more or sharing your WORDLES? Now, you can access the Diigo WORDLE Group.

Haven't used Diigo, the social bookmarking site? Now would be a great time to join.

While you're at it, consider joining the Diigo for Educators site that is protected, so you can use it with your students.

Here are webslide show of many of our group's bookmarks, to date.

Who I Am: a Reflection of Who I've Been

Photo by lionelbodilis
Attribution-NonCommercial-ShareAlike License

Each semester, Cyndi Danner-Kuhn starts a new .ning network, Kansas Future Teachers for her educational technology students. She is very collaborative and innovative in her work, and I am glad to help by sharing my teaching and learning experiences with these pre-service teachers at Fort Hayes State University. I have included a copy of my introduction essay for this semester's students.

If you are reading this, you are, most likely, part of my PLN (professional learning network). I would like to invite you to join us and share your expertise.

Remember the saying, "What Goes Around Comes Around?" As the years go by, ...that saying [will] reveal itself in action more and more. This an opportunity to put into practice what we call scaffolding, or the spiral of knowledge that Vygotsky suggested in his theoretical studies of learning. As a life-long learner, I have used that spiraling ...[visualization of learning] to make connections in my education, teaching career and life.

Since I began teaching in 1975, I have learned, taught and experienced a multitude of theories, trends and issues as they appear, disappear and reappear.

One thing that I can say with certainty is that my professional teaching life has been healthier and happier when I "go with the flow", when I
* see an opportunity for professional growth in NEW THEORIES that are really old wine wrapped in a new flask
* understand that bad situations make sad communities and you just have to "walk away", kick the dust off your sandals and never look back.

I am healthy and happily working online, building my Professional Learning Network (PLN) and providing professional development resources "...in service to the community".

Having taught many grade and subject levels from Kindergarten to college level students, I enjoy teaching. My areas of expertise began with Microbiology, then elementary, then high school and later, special education K-12. My resume' is quite extensive, yet I have had the privilege to learn, grow, and work with many teachers, parents and other community members who were even more insightful, knowledgeable and collaborative. My career has taken me from the forested region across Lake Ponchetrain in Louisiana to the desert plains of the Llano Estacado in Southeastern New Mexico to continue here in Kansas.

Through living the life of a teacher's child, I always sought the camraderie and professional advice of those who were the most experienced at the schools where I taught. I still do that, yet it is a bit more difficult now because I am frequently the "grand dame" of the school.

Of course, in teaching, it's all about the kids, but you MUST take care of yourself. You must be healthy and happy. If you aren't, if you keep your "nose to the grindstone, you will end up with no nose!" You will become worn out...you will be unable to accept change....you will not GROW as a teacher.

The take-away message here is to remember that you are part of a TEAM of people, including students, parents, teachers, and the larger community of learners. It is my belief that you will be a better teacher when you work in a collaborative, not competitive environment where people's self esteem comes from providing for students, not gathering accolades for all the "stuff" you belong to or control. When you and your community are really teaching and learning, the accolades will follow.

If you have decided to become a teacher, you know you won't make much money, you know you will work long hours and you know that you must live a tightly controlled life, BUT THIS IS ALL WORTH IT, iff you have the OPPORTUNITY to teach kids who learn and develop in your care. That's right! Your care, your guidance, your teaching is the key! That is what it is all about! The pure joy of watching children of various ages and stages learn and grow as you teach.

Who I Am in the Here and Now

Who I Am w/caption
Originally uploaded by n2teaching

This is the mosaic I developed from various pictures from my area and life to share in @bookjewel's excellent idea to help promote and share our PLN (professional learning network) as she detailed in her latest post, ‘PLN Reflections’: sharing ideas and building relationships.

Each person from our PLN who volunteered to share in this presentation, added a slide to a Google presentation file. I selected one of Mahatma Ghandi's inspriational quotes.

Take charge of what you can do to change your world. There is so much potential for professional development and in teaching students in this wonderful project idea. Thanks to @bookjewel.

Tapestry for Learning

Over the years, many teachers have dreamed of implementing their ideas within their classroom, grade or school. These teachers often need money for materials, technology and other resources, so they search for assistance. Many have received Toyota Tapestry Grants for Science Teachers. Remember, who is a Science Teacher?

The Toyota Tapestry Grant is the largest of its kind in the United States, and they award mini-grants of $2,000 and larger grants of $10,000. to K-12 Science Teachers in the United States.

The three categories in which grants will be awarded are:

1. Environmental Science Education
2. Physical Science Applications
3. Integrating Literacy & Science

To find out more about applying for the Toyota Tapestry Grant, visit the Toyota Tapestry Program website. These applications will be completed online, and the deadline for submission is 11:59PM, Eastern Standard Time, Wednesday, January 21, 2009. Let's hop to it. Don't delay!

Tip My Hat to Twitter

I took advice from another teacher, @Helenotway, to check out Animoto You can use this website to make videos from pictures and images.

Then add music and Voila! you have a video that you can download, embed or put on YouTube. This is so cool.

This is my first trial, and it took about 30 minutes to complete, from start to finish. Oh, what I can do with this awesome web application. Thanks Helen.

Relevance and Rigor: An Ongoing Struggle in Education

This is my response to an excellent blog posting I read earlier today. The topic of technology in education and our present level of acceptance in and out of schools has been on many people's minds lately. It seems to me that part of the human condition includes the urge to look for ways to improve productivity and make life "better".

I caught this train of thought and responded to a recent posting on Tom March's Ozblog: "Intriguing Ourselves to Death" by Tom March, presently in Australia, who is the co-developer of the WebQuest strategy with Professor Bernie Dodge.

My comment on Tom's blog posting:

IMHO, you are on target that there are many voices, ideas and models for education in a technological world, and I agree to help. Your goal is similar to my own.

Many people that you may not even know have been blogging about philosophical content similar to that you describe, so all we have to do is join the 1's and 0's into coherence.

Here are some related threads on a few other blog postings:
Walk a Mile
Support Is Everything
Learning to Share: Part 1
Sneaking Suspicion

Walk a Mile!

As we look towards investigating, implementing and integrating new technology in our classrooms, schools and other educational public places, we must accept that some people, especially the more experienced teachers, will be reticent to join in the hoopla. You must note that I said reticent, not hesitant.

Some famous viral marketers have coined a phrase, "laggards", for those members of a group who don't virally buy into the NEW program. In this day of instantaneous, rapid fire, viral marketing of products of all kinds, it is easier for them to leave a small group behind. These marketers are selling an idea today, so they are running scared. They believe they can't afford to be concerned about the last adopters. In their line of work, they are probably correct.

IN EDUCATION, we cannot and must not be interested in that way of thinking. It is antithetical to all we know about teaching. It's not just a platitude, we believe that all people can learn if we teach them from wherever they are on the continuum of knowledge and experience. Before we can teach, we must truly understand their perspective. We must stand in the place where they are.

It seems that educators believe we should use our vast array of knowledge, technique and technology to draw the "laggards"(isn't that a horrible label?) into the group. We should NEVER think there are groups of people who will be left behind or jettisoned at the first opportunity. Often the most conservative in our groups have helped us manage more effectively because of their stable, steady as you go attitudes. Conservative actions should be directed and used as a valuable tool to contain and direct the chaos of change.

It is my premise that those teachers who will be the last adapters just haven't found a good reason to use a new technology.

Let's remember the Golden Rule. It is one of the basic tenets of education. In our modern times, it is more important. Now, in the age of "lifelong learning", we must make and take time to understand the thinking of those who are happy with the status quo.

What would happen to your educational organization if they don't change? Make lists. Use your problem solving methodologies. If they do change, what would be the costs and benefits to:

* their way of teaching AND
* the way students learn in their classes.


If we can discover the antecedents of their mindset, then we have the opportunity to help these teachers find reasons for adopting the new technology with a spirit of cooperation. We are all in this together. Please don't forget lifelong learners deserve respect and opportunities to understand and buy into change. They can and will adapt if you are good teachers and leaders.

LOL! BTW, threatening to:

* fire them,
* put them on "a improvement plan" or
* offer their colleagues subsidies

when they adapt quickly are not the types of reasons that came to mind.

Let's remember the Golden Rule (aka Ethic of Reciprococity), "Do unto others as you would wish them do unto you". It is one of the basic tenets of education. In our modern times, it becomes more important in collaboration. Now, in the age of "lifelong learning", we must make and take time to understand the thinking of those who are happy with the status quo.

Wouldn't you agree that everyone deserves to enjoy and reap the benefits that the new technologies bring to our students, teachers, parents and communities? We all have to work to achieve it.....TOGETHER!

Still on the Road

I am still on the road, and I will return home from Topeka tomorrow, Friday, October 5, 2007. Today's posting will be short, and I have nothing but good news to report. I have completed the entire teacher licensure renewal process on the 230 professional development points I earned in the last two years that I taught at USD #259, Wichita, KS.

So, what can I say, it is wonderful. The Wichita Public Schools educational system is one organized, professional student-centered school district. Wednesday, October 3, 2007, when I arrived at the school district offices where they take care of teachers' professional development transcripts, all my documents were ready. My professional development points transcript was printed, signed, and placed in a sealed envelope ready for me to carry to Topeka.

When I arrived in Topeka, I went to the KSDE office. I turned in my application for renewal and all the supporting documentation. The specialists there were very helpful. More details to follow later.

If you want to be the very best teacher possible, work hard, be supported, and change children's lives, you should consider teaching in Wichita, KS.

Certificate to License

One thing I have always been known for is covering all my bases, I don't like surprises or life blips. Frequently, I am very happy that I am sometimes overtly conscientious in my work habits and my professional development practices. It is paying off now, as I recertify my teaching credentials.

In 2003, this state changed its laws covering the certification of teachers to teach. Now we become licensed instead of certified. It is probably more than a matter of semantics, but the result is the same. If you have a teacher's license, you can teach in this state. Since I am renewing my certificate, I will now receive a teacher's license.

To renew a teaching certificate in this state, you must have acquired some new knowledge or training in your field, this is also true in other fields such as nursing. There are two ways to document this training or learning in our teaching field, to say that we have received appropriate professional development to help us keep up-to-date in technology, pedagogy, or content knowledge.

The two ways to prove appropriate learning are through college course credits or professional development credits. College credits are pretty straightforward, you must take upper level or graduate classes that are related to your field of expertise or in teaching. The professional development credits are more precisely related to education and knowledge enrichment. These are received through very specialized training in your area of expertise, technology, or specific professional development needs required by the district where you teach. Often, the professional development credits are received through more rigorous, specialized education than you get in a college class.

Since I love to teach and learn, I really enjoy taking college classes and gaining professional development credits. Both require much effort and time to successfully complete, but I have always believed it is worth the effort. It always benefits my students and my work in the classroom. I believe that my mind must be pushed to achieve throughout my lifetime, so I can maintain an interest and excitement in my career.

I took 6 hours of graduate course work 2003, and I completed 255 hours of professional development credits in the urban school district where I taught within the time frame of 2002 to 2004. Every 20 hours of professional development is equal to 1 credit hour of college credit, so I completed the equivalent of 12.5 hours of college credit within a 2 year period. This included many Saturdays, summers, and after school sessions, spent learning and increasing my knowledge base in Technology, Science and Math, I loved every minute of it, and my students received the benefit right away.

With more than 3 times the number of official credits needed to recertify, I will be completing my licensure process tomorrow. I look forward to continuing work in my chosen career.