Time to Use What I've Learned

Summer is done, teaching starts tomorrow... Lately, I have been working with my fellow Lesley classmates on bringing together what we've learned over the summer.
From comparing interviews to sharing strategies, we've been working quite hard. I found it interesting to see how a professional physicist performed during a similar interview to our own with children. We could see that he questioned himself deeper and deeper whenever something happened in during his investigations of motion. Our investigations seemed very basic, but the physicist broke it down into very small detailed parts by asking more and more questions. Even when he was surprised by an outcome, he laughed it off, and proceeded to ask himself, "Why did that happen?" He then began sharing what he thought was the answer. After more testing he'd finally be satisfied with the result. This probing, we've learned can be very useful in the classroom. Of course my students are not yet physicists, but they can benefit from some great probing questions-from us. In order to understand what ideas children have about motion, or science in general, I have found that I need to spend A LOT more time probing my students for their own ideas. Asking a student to explain why they think the way they do is new to me. I've been moving on after a right, or wrong, answer during class rarely pausing to ask, "Why do think?"
This probing approach will help my instruction and give value to childrens' own ideas. I have noticed over the years that my students are always trying to feel important-to family, to teachers, and mostly to each other. Taking time to listen to my students will help them feel important in my classroom. I value what they say about their personal lives when we chat about their activities outside school, but I need tostart listening more closely to their interesting ideas about science.
I look forward to my 12th year of teaching more so this year than others. I have gained some new skills and a new respect for what my students might say. I plan to continue sharing my experiences here at Lesley, and most certainly how I incoproate them into the classroom .
-Mark

Some Final Reflections on Math

As we begin our last week of the summer semester, we have been assigned in both of my classes to review what we've learned and summarize how that learning has impacted us, and how it may effect our own classroom instruction. As I read back over my course journal from the classes, I was absolutely amazed at the growth I experienced in just one semester.
I finished my Bachelor's program 3 years ago with an emphasis on elementary education, so I really had no specialized math training. I ended up in the role of a fifth grade math specialist, and thought that because the concepts were at a fifth grade level, I knew most of what I needed about the math to successfully teach it. I could not have been more wrong. With each concept we have explored in the math classes, I have developed a new awareness and appreciation for the ways in which these concepts are connected. As my conceptual understanding grows, so does my understanding of how I need to modify and re-evaluate my current teaching practices so that students are not just learning at a surface level, but truly experiencing math in a way that is meaningful to them.
Since I have begun the math program at Lesley, the thought has struck me several times that I didn't even know that my own understanding was lacking until I began taking these courses. It leaves me marveling at how much more I have to learn and excited that I have the opportunity to apply what I am learning to become a better teacher. I've truly enjoyed the learning process, and it's been very helpful to be in the "student" seat again and to be reminded how it feels to struggle with a problem, or to triumph over a problem, and to learn all over again how engaging guided exploration can be, especially when paired with peer support.
I'm looking foward to my next class in September! Jen Nelson

The Teacher & Technology Bridge

Today I am thinking specifically about teachers. If you are interested in the Technology in Education program at Lesley, you might be one. At the very least, you believe in the power of education, and the doors that a good one will open.
We live in a fast paced-society, full of media influence and quick-fix options. Our children are bombarded minute after minute with advertising, music, cell phones, iPods, video games, and television. Their lives are consumed with social networking opportunities like Facebook and My Space—the words, nonsense only a few years ago—are now actual nouns and verbs in our English language. Can you imagine telling your great grandmother that you are going to use Moodle, or Google or chat with a friend on Facebook? It might as well be a foreign language to someone who has not braved the 21st century.
And this is why we need teachers. Sure, kids today could, indeed, complete independent study work and teach themselves all they need to know about fractions, or the Mayan people, or World War II. Yes, they could read The Great Gatsby or The Scarlet Letter, hop on line and complete comprehension activities, read analysis papers and feel confident enough to discuss the literary elements at a party, but they would be missing something. Their teacher.
Teachers are a bridge. They connect yesterday to today and reach for tomorrow. Teachers look at Shakespeare—read now for hundreds of years—and share it with students who are barely into their second decade. Teachers hold that curriculum in one hand, grab technology with the other and with super-hero like power, and perform a classroom fusion that creates a beautiful explosion. When the smoke clears, our students are transformed. Sure, they come to us each year smarter, more discerning, less innocent, and yet, they are still needy. Teachers offer compassion, understanding, hope. A computer may not offer suggestions about how to rewrite code in ways that connect to the user’s life, but a teacher will…every time. A computer will not take into consideration that a child missed breakfast, said goodbye to his grandmother, or wonders how her parents will pay for her new sneakers—but a teacher will. All while imparting the information students need to have productive futures. Teachers think of a child’s future; computers wait for the next instruction.
But don’t get me wrong; I love computers. I love computers in the classroom. And, yes, you should definitely begin the Technology in Education program at Lesley. You should do it because it is exciting, interesting and challenging. You should do it because you will work hard, reap amazing rewards and meet creative, enthusiastic people. You should do it because you love technology, and because you love working with students. You should do it because you believe that teachers are bridges, and education is a treasure chest. You should, to quote Nike, who, by the way, is the Greek Goddess of strength, speed, and victory—something I learned many years ago from a teacher and confirmed just this moment on-line— Just do it.

Learning at Your Own Pace

Over the course of the last four weeks, the concepts in my Algebra and Probability classes have become increasingly difficult for me because it's been such a long time since I've worked with things like the vertex and factored forms of quadratic equations. In fact, I had to brush up on working with negative and positive numbers with exponents, because my understanding of Algebra even up through college was very basic.

You can imagine my panic when I saw we were headed for quadratic equations in Algebra and binomial distribution in Probability. What I found though over these last four weeks, is that it does not matter what level of math you come in to this program with;you can still be successful because of the way the courses are set up and taught.

The activities always begin with exploration in a concrete way and at a very basic level. The activities build upon one another, and are sequenced in such a way that it scaffolds your learning as you go. Because of this, you can truly learn at your own pace and at a level that suits your individual needs. When we finish a module each week, someone else may be,as an example, applying formulas for binomial distribution while someone such as myself is still using a very concrete way of approaching the problems because that is where I my conceptual understanding is.

We have the opportunity to asses where our understanding is, and how much progress we have made, and identify areas in which we still have questions or misunderstandings and then get feedback, prompts and support from both peers and instructors. This has been such a valuable aspect of this program for me because my bachelor's degree was in education with no specialization in math. Knowing that I can be successful throughout this program is what keeps me enthusiastic and interested, and it's been quite an enjoyable process so far. Jen

Listening to Children's Ideas

These past couple of weeks has been a challenge for me. I celebrated my 10-year wedding anniversary with a trip to Ireland with my wife and some family. I knew that I probably wouldn’t have a chance at getting any school work accomplished while on my trip. I decided to get all of my assignments done before I left. The flexibility of the Lesley program allowed me to access the session for the following week. Although it took a bit of extra effort to get things done on time, I was able to complete the assignments and enjoy my time abroad.
The coursework, recently, has focused on listening to children, as I said in my last post. We have spent a great deal of time and effort analyzing our one-on-one clinical interviews. This has really got me in tune with finding out what children know about motion, and truly wanting to know what they think about motion. I felt a click that has rewired what I want to get out of my students. Instead of focusing on what I want them to know, I am fascinated by what they know already. I want to learn what they think about movement in their world.
I have learned that children have many great ideas about how or why things move, but struggle to change misconceptions. It is my job to help them explore those ideas, and see, for themselves, what can be supported by evidence. These skills will be something I continue to work on this summer, and I am looking forward to using them in the fall.

More Than Just the Classroom

The support you receive with the online program is more than just in the classroom. I was very concerned about enrolling in the program and being located in another country. In the Science Education program each student receives a kit of materials to use for the various investigations (and later in your classroom!) However, I was worried about the time it would take to send the kit overseas.

So, I voiced my concerns to staff members and they were extremely responsive -- sending a kit out immediately (outside of the normal process) and in time for the class to begin. And, these kits are amazing - all the materials you need and can reuse in the future. In my current class (Biology), they even shipped a full-sized grow light for our plant experiments!

The same service applies to financial aid as everything is handled through email. All of my questions were answered in a timely manner and I was given complete, accurate instructions for completing the process. A refreshing change from other schools I have attended.

The administrative team with online learning knows that you need to spend your time in the classroom not worried about paperwork.

Brian Chalmers, Guatemala City

Great Professors!

While I have commented on how great it is to be a part of the online program because it is so flexible, I wanted to also comment on the flexibility of my professors. Now, it’s summer, and like most people, I have a vacation planned next week. Having mentioned that to my professor a couple weeks ago, we discussed a possible extension. At the time I couldn’t imagine needing it—I have been able to manage the work with the help of a great day care. Unfortunately, this week arrived and so did a virus that has just knocked out my daughter. An appeal to my professor not only received well wishes for my sick child, but the aforementioned extension granted! She also complimented my work ethic and reminded me that although I might feel a little overwhelmed right now, I would end up just fine. Talk about generous!
Another example of the flexibility of professors came this week as well. My other professor posts assignments early so you may get a head start. Because of vacation, I worked ahead on writing a grant. When I emailed him about how he wanted me to submit it, he recommended that I email it all so he could review it before I left for vacation. The project is not due for weeks, but he was willing to accommodate my schedule so I might head off to the beach worry-free!
Really, where do you find such kindness? The professors I have worked with in the Lesley T.I.E. program really do understand that our lives outside of Lesley are demanding. Every professor I have had will work with students to “find a way” to help you to be successful.
Amazing faculty—another reason to choose Lesley!