Greg+Kortzman

__Journal #1__

Greetings! My name is Greg Kortzman and I teach at International Programs School. I am teaching grade six boys the 'core subjects' of English, Social Studies, Math and Science. I have been enjoying my second year here, and fifteenth overall. I am a relational teacher, with a discipline routine in class based on mutual respect and trust. Teaching only boys, I am able to connect with them on various levels, then expect a 'give and take' based on our relationship. This has worked very well over the years and I believe that I have really gotten to know students well. I am looking forward to this course. A number of my students 'favorite' units over the years have been UbD-style units. These units have presented students with questions and challenges, then with parameters, I have set them up to solve the challenges. The variety and creative solutions that students have presented has made our classes very exciting. Deepening my knowledge of curriculum design should be of great benefit to me. I am an 'idea person' with a penchant for making learning fun. I try to create units that will accomplish the goals of the course, without the confines of rote learning and textbooks all the time. My first goal in this course will be to try to fully grasp the structure of UbD, then focus on the area that I feel I'm weak in: assessment! In the various units that I am currently doing that were created by backward design, I don't feel that I always capture the essence of what was learned. I too often provide a rubric that feels somehow incomplete, and assess for the wrong things. With a study of the various templates in this course, I should be able to efficiently set up units and be a more 'forward-thinking' in my backward design. Clearly this will help my students when they can get to participate in more intrinsic units in our class. As I introduce these units, students will begin with good questions and conclude with solid assessment. Mastering the curriculum is, of course, our goal! I will have become a better educator as a result.

__Journal #2__

David Perkins' article, "Knowledge Alive" examines how facts, ideas and skills are conveyed and taught to our students. He discusses how knowledge is created, communicated, organized and acted upon. "Handling knowledge well" then, is referred to as the 'Knowledge Arts'. When education is successful, things like 'deep reading', excellent writing and problem solving skills, and sound decision-making are exhibited in the learner. I found the article well written and thorough. His ideas are not revolutionary, as good teachers have always strove to capture and instill knowledge in their learners in just these ways. I was mostly impacted by Perkins' comments regarding the 'thinking routines' that we establish in ourselves and our students. Sound critical thinking really needs to focus on the process from 'causal thinking' to sound conclusions. The implications for curriculum design in this regard must first speak to my own commitment, energy and passion. How am I going to make a curriculum relevant? Exciting? Are active learners working in my room, or are my kids disinterested and simply 'hoop jumping'? As I view my future curriculum planning through this lens, I anticipate some challenges. How can I adapt to the pre-existing curricular, administrator and parental expectations? Will my efforts be viewed as too radical? Will my adaptations be seen as legitimate curriculum design? These questions will be answered inevitably this year!

Elliot W. Eisner's article "Preparing for Today and Tomorrow" contained a very strongly worded message. 'What really matters', according to Eisner, is that educators truly determine what matters most in education, then act accordingly. He speaks of a curriculum that focuses on critical thinking, judgment, meaningful literacy, collaboration and service. His view is that test scores and rote results must take a back seat to more meaningful and significant outcomes. My favorite quote from this article is "The development of the mind is a form of cultural achievement". In my experience, there are two major factors that are contributing to an educational system that runs contrary to his beliefs. First, parents in this culture have been taught in the 'old school' methods of rote learning, tests and standardized results. Expectations run high that we continue in this vein. "It worked for me!" thinking has steered the ship, with pressure being exerted to not change 'what ain't broke'. The second factor is tied closely to the first: My present school is a proprietary one, heavily dependant on parental satisfaction. In a competitive market, administrators are forced to make decisions that may well affect the bottom line. Unfortunately, parents are correct in some respects. We do have to prepare students for major standardized tests, which are evaluated for entrance into other schools, colleges and universities abroad. I have been able to incorporate all of Eisner's //Aims// at times in the year that I've been in Saudi Arabia. The first four are more 'easy' to work into my curriculum, since these elements tend to make learning more intrinsic and offer variety from the usual fare. I have had the conviction that students in this culture are severly lacking in his final aim, opportunities for service. Moreover, they are generally not taught to serve, for it is seen as 'beneath' them. Of course, this snobbery is always present in a class system, such as is present in 'The Kingdom', but parents of these children are not native, they are simply 'buying into' the belief that the value of some members of society is less __valuable__ than others! I have focused on service projects in my time here, with my students taking 'field trips' to clean up the beach, the Corniche, work to improve/create playground facilities, make lemonade for the 'Workers', create a 'Maid's Day Off' day, etc. The response from students AND PARENTS has been very positive. It seems that parents are being educated as well!

__Journal #3__

Constructivism has several major benefits to learners. First, it celebrates prior experience. Students will always enter the classroom with previously gained knowledge, which the teacher can begin to build on and develop opportunities for learning. Each learner's contributions to the class will be motivated by their own life experience, which is now viewed in the classroom as valuable. This creates confidence in the learner. The philosophy of constructivism is that learning is active. Techniques that tap learners' innate curiosity invariably motivates learning, since it is intrinsic. Experiments, real-world problem solving, activities that are dynamic, (dare I say 'fun'?) will create in the learner actual joy in learning. They will become "expert learners", as the //Concept to Classroom// article described. Students will also benefit socially from this type of setting in the classroom. When the emphasis moves from teacher-centered learning to making the child responsible for their own learning, two things happen. One, which was already described, is that students are more active and motivated in the learning process. Equally important, however is their interaction with their peers. Students are relating to each other using content, creative and relevant ideas, and modelling appropriate study behavior. Negative behavior, like silliness, laziness and 'off-task' moments will be caught by the other learners, since it runs contrary to their learning. What will usually result is that students monitor and 'police' the group work themselves! Rarely have I had to step in to these types of scenarios, and when I have and students are faced with the prospect of being removed from the 'fun work', they have always changed the undesirable behavior.

There are cautions in relation to teaching with a constructivist philosophy. First, it runs contrary to expectations of parents and often administration. When I use constructivist methodology, the outcomes met are in line with curriculum, however they don't always appear to be! The lessons and projects appear random and unconnected, until students are asked to relate the knowledge gained. Parents often simply see these units and react! In this respect, communication is important and parents will get to know that you have specific outcomes in mind! These kinds of units are time-consuming, also. Teachers must commit the necessary classes to pacing and assessing, so that the activity is not rushed for the sake of 'getting it done' and moving on. What I am most guilty of is 'mixing in' a few constructivist units and then reverting to textbooks and 'the usual'. This approach pleases everyone, since I have clearly laid out objectives each month to accomplish. Administration observes that there are regular units being done, Parents see that homework is predictable and easy to monitor.The students have a 'carrot' to work towards, and I get a variety of assessments for evaluation. How I can get out of this routine is not easy. I must ensure that my planning is complete and that I have a defensible, clearly laid out unit with goals and outcomes that match the schools' learning outcomes. Another concern that I have with constructivism is that learning is not closely monitored and assessed. Students can easily skim the surface of a concept and not have the work ethic or resources to 'go deeper'. I must create an environment so that students are adequately motivated, equipped and monitored in the various learning that goes on in class.

__Journal # 4__


 * Examples from my own experience for each of Brandt's conditions for //powerful learning//.


 * What students learn is personally meaningful**

In my classroom, students are given a variety of ways in which they can personalize learning and make it meaningful. Students are given the opportunity to express, write, present and defend their own positions on subjects that we cover. Much of the discussion gives opportunity for debate, and I try to draw from them their point of view. Since I have a 'boys only' class, I can also easily focus material and units for the more hands-on work that my particular class loves!


 * What students learn is a challenge and they accept the challenge**

Grade six is the beginning of Middle School for students. Parents and students often regard this as a new and deeper challenge to hit this new level of school. I tackle the year with the philosophy that although the challenges and responsibilities are greater, there is more reward with 'growing up' in this way. Students enjoy the more difficult units, with the new ways of solving their own problems. Often I will simply present a challenge and allow them to work through to their own conclusions, which they really enjoy.


 * Learning is appropriate for their developmental level**

Working at the same grade level for 15 years has allowed me to gain the experience necessary for accomplishing this. I have learned the general needs, abilities and emotional needs of children at this age. Academically, the level of the students here at IPS is lower than at my school in Canada, but overall, I found the transition to teaching here easy.


 * Students learn in different ways**

Students have a number of opportunities to learn in different ways in my class. In a more constructivist school, I would probably have inquiry-based learning regularly. I feel that this is a better way to teach, but as I've said before, I integrate a number of units into my year that allow students to solve, create and present their conclusions in different ways. The challenge for me is to give opportunities for students to learn in diffent ways in the confines of the rote-style units that are a big part of our curriculum presently!


 * Students' knowledge is built upon their existing knowledge**

Students are expected to build upon what they know. All learning at my level presupposes knowledge gained in grades one to four. Review is generally done early in the year in mathematics, but in English, etc., we refer to pre-existing knowledge only as a 'jumping off point'. My goal is to have them make conclusions based on this, plus the new material. Students are expected to form opinions, defend positions and teach others about the knowledge they gain.


 * Learning occurs through social interaction**

There are many opportunities for social interaction in my class. Morning homeroom is a time to catch up on current events, and sometimes stretching and a warm-up game. Much of the presentations, competitions, games, skits, dramas, etc. are aimed at modelling my love for learning. Students are given many opportunities to see myself and each other in 'fun' situations, so that learning and enjoyment can be modelled and reinforced as synonymous. My service work with the students is an excellent chance for students to interact socially, also. Currently we are working on fund-raising for a new basketball backboard, which we will paint and then install in our school playground. The students working together creates a great deal of clamor, but wonderful memories are gained as we work through this process together.


 * Students require feedback**

I believe that this is one area that I am working on most diligently this year. Feedback is such a broad term. Students gain confidence in so many ways. My body language, time spent guiding a 'wayward' behavior, or just a kind word can give more feedback at times than a formal report card. I am becoming more aware of the ways in which I can reinforce good behavior and steer students by my feedback this year! Formally, I am trying to track significant outcomes, (first I must set these outcomes, then make students aware of what I am looking for). I am also trying to keep parents in the loop, for feedback needs to be complete, with parents and I up-to-date on student progress.


 * Successful learning requires strategies, which have to be learned**

This is a lesson that is learned over time. I have learned this lesson from my own math weaknesses. I have learned how to cope with math teaching by learning 'tricks'. I can empathize with kids now and teach them some tricks when needed. This logic can be applied to any subject, for we all learn differently. The trick is to engage kids, and allow some latitude for them to solve things differently. Often it takes more time, sometimes I don't even get the 'trick' that they use (especially in math!) but if this is a strategy that works for a student, I cannot 'get in the way' of their learning!


 * Positive emotional climates strengthen learning**

Nurturing a positive class environment doesn't come naturally. Various personalities can swing a mood quickly in a classroom. Teachers need to be sure of what they will and will not accept in their classroom. The first unkind words must be addressed. Especially at the beginning of the year. Students soon learn what is okay to say and do in the class and will become the enforcers of positive behaviors. Once this 'safe' environment is established, students begin to 'take chances' and participate. To a teacher, participation often seems like such a little thing, but it is extremely difficult if a student is afraid of being bullied or teased for saying something meaningful!


 * Learning is influenced by the total environment**

In this last point, I must reflect on my own classroom environment. The appearance of my room, the bulletin boards, displayed student work, cleanliness of my desk and the neatness of students' own desks all point to the care and value that I place on the learning environment. How serious am I in having them learn? Do I want them to establish good practices that will carry over into their homework time, their future school years and beyond? The way that I present myself and their environment (which I have the power and authority to control) will set for them a standard which may very well 'stick'! This is a good challenge and reminder to myself!


 * __Response Journal #5:__**

There is some good justification for the claim that the best lesson and unit designs are 'backwards'. Desired results and outcomes that are established by the teacher shows not only leadership, but wisdom. Just as a parent sees the 'big picture' and makes family decisions based on experience and a broad base, so does a teacher. Our obligations and responsibilities to our Administration and curriculum guidelines dictate the direction that we must go. Further, our experience as educators gives us the advantage of setting out attainable goals and assessing from the desired results. We also have the foresight to fashion our assessment that will truly reflect students' understanding. The 'Stages' that we are working through in this course have given me the opportunity to account for the units that I teach. By re-examining previous units taught, I have been able to critically explore which are keeping in mind desired results (//Stage 1//). What will be the specific support of Stage 2 and 3 that will help me achieve these outcomes? When I get to the point in my units development where I can plan specific learning experiences, (Stage 3) am I prepared to reflect back to the outcomes and adjust to the varied needs of my class? This last point may be the biggest challenge for this teacher, for my record (personally speaking!) is to remain too rigid to MY expected assessment techniques and not be flexible enough! Overall, my experience so far with backwards design has been very positive. I believe that if I can 'stay the course' in this UBD formula, my best lessons and units will be backwards.


 * __Journal Entry #6__:**

There are patterns of behaviour that emerge in students who demonstrate understanding. Generally, I __hope__ for increased levels of participation, interest, leadership and vitality in class. I say 'hope', because there is a wide variety of students in any given class. At times, students demonstrate understanding by relaxing and mentally saying, "okay, I know this, so I'll just take a mental break, while Mr. K. brings the rest of the class up to speed!" I am frankly afraid of this reaction, for it gives me the feeling that I am simply teaching from a 'top-down' approach, where I am the imparter of wisdom and the students only need to 'get it', then I can continue. I have to re-think my lessons that achieve disinterest in the smartest learners. Clearly I am not challenging them if I lose the class' attention as soon as the material is covered! Honestly, the other concern and constant struggle is with the variety of maturity levels in a given class. One or two immature comments can significantly detract from a great learning time. It is frustrating for the more commited students! In lessons and units that achieve the desired results, I have found energy levels, as well as the volume of active voices, increasing. This can sometimes appear frenetic, especially in those parts of a lesson where students are expressing their understanding in creative ways. Some of my English and Social Studies assessments appear to be 'too much fun' to be school, yet the desired outcomes are reached. Students have mastery over the material, plus they have made real connections to the learning.