Insanity is doing the same thing over and over and expecting different results!

"Don't worry about it, you'll be fine!" This was the advice I was given when I asked for help after accepting a middle school teaching job half way through the school year with no experience whatsoever. The other teachers were just relieved that the students were not eating me alive and ready to kill each other. (I later found out that that was why the teacher before me had left in the middle of the school year.) So, basically I was a babysitter. The following school year I was determined to make a difference in the way math was taught at this school. I was going to be an effective, engaging educator; not a babysitter. What I did not account for was that I would have absolutely no resources to work with and no support from other staff members. The same materials had been used to teach algebra for years resulting in the same old standardized test scores and the same poor attitudes toward math. I started doubting myself and my abilities when I saw that my students were not getting out of my classes what I hoped they would. Eventually, I was laid off which was actually a blessing in disguise because it allowed me to go back to school full time and pursue my Master's Degree in Mathematics here at Lesley. I am almost half way through with my course load at Lesley, and I have never been more inspired. I feel empowered. The materials I use in my courses are the same materials I could use to teach algebra to my middle school students. The weekly modules (assignments) give us step by step instructions that not only teach us the "how to's," but also they teach us the "why's" and how to connect each concept to the big picture. We are given meaningful and useful investigations and activities that force us to really stop and think about what we are trying to convey to our students. We want to change the way things "used to be" and create a new way of thinking about math. We want our students to be inspired by math the way we are by the online mathematics program here at Lesley University.

We often hear people say, “I understand that you are upset” or “I understand how to get to the store,” but what does it truly mean to understand? How do we know when our students understand a topic? Are various assessments, such as quizzes and tests, the best way to measure how much the students actually know and understand? Some may say yes, but Tina Blythe points out a different perspective in her book titled, “The Teaching for Understanding Guide.” According to Blythe, “performances of understanding are at the heart of developing understanding.” The key word in that sentence is performance. It is not enough for students to read information from a textbook, watch related video clips and/or participate in labs and experiments in the classroom. What is missing is the application of what is learned in the classroom to the outside world. Remembering the definition of a physical change, for example, may not be difficult for students. It is not until the students are able to recognize that the sugar dissolved in a cup of tea or the wood being chopped to make a fire are real life experiences of physical changes, that Blythe concludes the students do have an understanding of the topic.

During the first two weeks of the Earth Science course, we investigated the Nile River. Using Google Earth, the Michelin map, and other data we investigated the various elevation levels surrounding the Nile. This information gave us clues as to where the river originates and the path the water travels. In addition, we mapped out the watershed area surrounding the Nile. The watershed includes the areas of land where all of the water that is under it or drains off of it goes into the same place – in this case the Nile River. My understanding of the fact that a river is more than just the visible stream of water came into perspective during the stream table investigations. This was evident in both stream table scenarios as the soil on either side of the river felt moist. The stream table helped me to see how a river flowing through a flat terrain resembles the White Nile and a river flowing through a series of hills and valleys resembles the Blue Nile.

I anticipate that I will have a better appreciation for rivers at the completion of this course. I am now consciously thinking about the Aberjona River, for example, which I drive over everyday on my way to work and can see from my classroom window. I am beginning to ask myself, where does it originate? Where does it end? In what direction does it travel and why? As I continue to investigate the Nile River, I am hopeful that I will be able to apply my knowledge to then answer these questions!

Together, we are stronger

Previously (anyone a fellow LOST fan?)… my posts were regarding my online coursework. This post, my final, is about the people. A benefit I see in a quality online program such as this one is the caliber of people it attracts.

An online program allows for a professorial base that can be pooled from the global arena. I have had teachers from The Netherlands to Wyoming as well as in my own New England backyard. These professionals are dedicated, passionate, and bring amazing levels of insight and experience to their courses. Although the online forum is a different experience from a direct classroom experience, we are communicators at heart and utilize all resources available to do so including video conferencing for face to face conversation.

My fellow classmates are also a diverse group and I enjoy learning from them as well as with them. From South Korea to Texas as well as the next town over, I have expanded and enriched my PLN (Personal Learning Network). This spring I will leave Lesley University with more than just a degree in hand. I have found colleagues and mentors that bring the entire learning experience full circle. Together, we are stronger.

~~~~~~~
Using Wordle, the graphic above was created by using this blog's URL.  All the words from the posts were made into this word cloud.  The bigger the word, the more times it is used.  I love to see that words such as "fantastic", "future", and "understanding" are rather large.

End of Semester Post

My time line for submitting this final post for the fall semester has long since come and gone! I've not prioritized my time well over a much needed-winter break. Since managing my very little spare time has become more difficult, I thought I would address the flexibility of the Lesley program in case anyone reading this is not aware of the upcoming change.

It's been quite a challenge to teach full-time while taking the math master's courses as I had doubled up on classes for several semesters. But as the courses have become more time-consuming and difficult, (difficult because I'm very rusty beyond algebra) it's become harder to manage everything and do a good job.

I recently changed my course path so that I would only take one class per semester while teaching and then stack my summer with classes to get through the program. I wasn't entirely happy with this decision since the time we do have off as teachers over the summer is a time to rest and recharge.

That brings me to the recent change in the Lesley semesters that is going to allow so much more flexibility for anyone taking the programs. I hope I am correcting relaying the information, but as I understand it, instead of offering just one 12 week semester, they will begin offering two 8 weeks sessions within about the same time frame, so that instead of trying to complete two courses at the same time, you can still take two courses in one semester, but they run back to back, for 8 weeks each. I am so happy to have this option, because it allows me to take more courses without the workloads overlapping.

And one last note; as a teacher in Washington State, we are now required to complete a Professional Certification program within our first 5 years of teaching to keep our teaching license. It's very similar to the National Boards, but requires enrolling in a University and doing several courses. Along with those courses you have to take classes (either clock hours or credits) to help with your professional growth plan. I have just begun this program, and so the Lesley math classes I take during my pro-cert program will count towards my completion and fit beautifully into my professional growth plan since I teach math.

Possible New Year resolution: Post my blogs on time!
Best of luck in 2010, Jen Nelson

Eye to the Future

I am standing here on the edge of my Lesley education, looking out at my Master’s degree which is only one course and a few months away. Entering into this program was one of my plans for the future. Looking over the list of courses in order to pick my final one, it was wonderful to see new courses being added by Lesley. The University is actively planning for the future as well.

What course did I choose? Building Online Communities/Facilitating Student Discussions - This course focuses on building the skills and understanding of what is needed to create a supportive and constructive online learning environment through appropriate facilitation techniques and strategies in the K-12 environment.

For an edtech geek like me, this is exciting stuff! To be real, I do not envision myself teaching my middle school students completely online. However, there are components of this that can be brought to my classroom. It would be fantastic to introduce these students to online learning through some activities and projects. Imagine if I could have all the middle school students in my school participating in one online community learning together even as they learn separately in their own classrooms. Quite a powerful lesson that brings to mind the idea of the Flat Classroom.

Additionally, with the rise of prolonged absences (illness, etc.) in schools, the ability to keep teaching and learning in an online community setting could be invaluable. This could be expanded upon and I could create learning opportunities that are fun and engaging over summer break. Students needing extra help could be part of an online learning community with mentors or tutors. Are there activities that students wish to participate in that the school just can’t fit in to the regular day that may transfer well to an online community setting? Would an online debate with another school be possible? As you can see, my ideas for this concept and the future are varied.

Yes, my degree is in sight. This goal for my future is almost complete. Honestly, I will miss the classes at Lesley, the camaraderie of classmates/instructors, and the trading of ideas. My future is brighter and clearer due to having participated here. If your “eye to the future” includes education and you are thinking of taking the plunge, from my own experience I can strongly suggest that you give yourself the green light and jump in!

Note: If you would like to connect – I’m on Twitter as MrsDi

Image Source

Conceptual Understanding in Mathmatics

Throughout the math courses I've taken in the K-8 math program here at Lesley University, there is a very common recurring theme that is modeled for us week after week, and concept after concept, and that is the importance of building conceptual understanding with each math concept. This is easier said than done for someone who has been taught all the traditional algorithms, and I can apply them like no one's business, but until I explored some of them at a conceptual level, I was only applying procedural knowledge, rather than doing any higher level thinking. A good example is that I can divide fractions very well, and I always remember how because of the good old saying" Yours is not to wonder why, just invert and multiply." But in a number theory class when we had to use geometry and area models to show we knew WHY rather than how, I was immediately out of my comfort level. Conceptual understanding should be a base that helps bridge the gap between the concrete and the abstract. If we jump right to the abstract, then we are doing a very large disservice to students.
As a math teacher, I was already aware of this, and thought I was doing a fair job teaching conceptual understanding first,and in some cases I was, but there are so many fantastic ways to explore math that appeal to all types of learning styles and provide a very rich, multi-modal way of building on prior knowledge to form new understandings. Just when I think I have great teaching activities, I discover yet another way in one of my classes to explore math. In my Geometry class we were recently exploring copying angles, and I could certainly do this with a compass, but we had to use paper-folding to accomplish this and then explain why it worked. What a challenge! But I learned so many new things by doing the paper folding and it increased my understanding immensely.
As a math teacher, I spend a fair amount of my time searching for,and differentiating activities to reach all learners in my class. I have found that each Lesley class I have taken has handed me a multitude of fantastic activities built upon the premise that conceptual understanding is key, and I get to experience these activities first myself as the student before sharing them in my classroom. What a fantastic learning opportunity this has been. When I look back at my own growth as a teacher in the year I've been in this program, I'm amazed and extremely thankful that I chose the K-8 math class series. Jen Nelson

Technology & Active Participants in Learning

Did you ever see that commercial where the kids are told what to do, where to sit, what to study, and they have no choices except for what goes on their sub sandwich? Beyond just being able to improve their life by picking out pickles over tomatoes for a sandwich - I strongly believe that our children need to have some measure of control over their own learning. This can be difficult, however, when we have a set amount of content that must be given to them in a short period of time. How can we provide opportunities within our instruction to allow students to be true active participants in their learning?

In ECOMP 6016 (Teaching & Learning with Digital Media) we explored a variety of technology based projects that included the use of audio and video. Ranging from simple to complex, these types of projects can bring a new and exciting way for students to express and present ideas. It gives them a measure of control over the process with very personalized exploration and presentation of learning.

During this class I participated in a technology enhanced activity that utilized a flatbed scanner. Taking this activity further and directly into a classroom, I scanned in Kindergarten artwork (Fall Fiesta autumn trees) and uploaded it to Voicethread. Each student then sat with me and recorded an audio reflection about their artwork. Feel free to visit at http://voicethread.com/share/230542/ (classroom songs were added at the end as an experiment). The end result is something each student can take true ownership of and easily share beyond the classroom.

Taking inspiration from another 6016 activity, I gave my middle-school students creative control over a media project and this brought forth some fantastic work as they created multi-media stories about some group building exercises (they were away at a camp for a few days). They combined pictures, music, text, voiceover, and personal creativity to produce vignettes that will be available for families and classmates to view and share. This type of activity is creative, motivating, and empowering for students.

Technology is not the magic bullet to solve our education problems, but integrated well into curriculum it can provide an enhancement to instruction that engages students. Through my TIE courses here at Lesley I am learning how to best bring technology into the curriculum effectively, how to use it for assessment, and how to motivate students with its use. Almost every homework assignment that I complete for a Lesley course brings inspiration and new ideas to me to transfer directly into my own class environment. My students are enjoying the creative control they are given and are stepping up to the challenges. I am not the only one to benefit from my Lesley TIE classes as my students are reaping the rewards as well!