Shane+Prairie


 * Response Journal 1 **

Hello, I’m Shane Prairie. I currently teach middle school math and science at Dhahran Elementary and Middle School (DEMS). This year marks my tenth year teaching, and my 6th year teaching internationally. Prior to teaching in Saudi Arabia I taught at the American Community School in Beirut, Lebanon. I also have had two year stints in the Florida and Virginia public school systems.

My teaching degree is in middle school humanities, but I have spent most of my years teaching math and science. I believe that by taking this course I will be better able to outline my teaching and student learning goals. In the past I have not really “interacted” with the curriculum I was required to teach. I believe this class will assist me in seeing the scope and sequence of what is required of me as far as curriculum coverage.

At International Schools Group (ISG), we are currently using Atlas Rubicon to assist us in backward design. I am expecting that this class will assist me in understanding the process in a more detailed manner. I expect that once this class is completed, I’ll be better able to explain how I have met my curriculum needs as well as how the students mastered the curriculum. I hope to benefit by becoming a more comprehensive educator, and my pupils more complete learners and participants in class.
 * Response Journal 2 **

The author, David Perkins, believes the knowledge arts can be broken down into four distinct parts: creating knowledge, communicating knowledge, organizing knowledge, and acting on knowledge. Even though these arts can be categorized, Perkins expresses that they are most definitely intertwined. He suggests that classrooms must mimic the way society utilizes the knowledge arts. As I reflect on his ideas I am easily swayed to believe in them. I especially agree with Perkins when he suggests we, as teachers, seem only to know how to communicate knowledge. This is the most basic element of teaching. Communicating what we know to the students. School systems, school administrators, and school teachers have a hard time creating knowledge. I use an inquiry-based science program with middle school students, and even though they really enjoy it, they struggle with it. I suggest that they struggle because, for the first time in their lives, they are engaged in something other than worksheets, lectures, and texts. Organizing and acting on knowledge, I believe, must also improve in schools. Rarely are students asked to incorporate their new found knowledge into their lives. I suspect the recent push in standardized testing in the States, is restricting the organizing and acting on knowledge aspect of the knowledge arts. If curriculum designers take Perkins’s ideas to heart, they will need to start looking at programs that go outside the boundaries of the traditional classroom. Student-driven programs will need to be their focus. Inquiry-based, integrated curriculum that focuses on the four aspects of the knowledge arts should be the center of their curriculum. A high value must be placed on student involvement in their school and the community. This should happen beyond the typical “good will” service programs. In order for schools to not only educate their students today, but properly prepare them for the future, a focus on meaningful, interesting curriculum that positively engages students, is a must. According to Eisner in order to prepare students for today and tomorrow, they should aim for a curriculum that stresses judgment, critical thinking, meaningful literacy, collaboration, and service. In my experience, too many administrators, parents, and students are merely interested in achieving high grades and doing well on classroom and standardized tests. Skills and drills take the front seat to critical thinking and collaboration. Currently I have a high percentage of students who will travel back to their home nations to finish university. These nations stress traditional book learning and testing. Little value is placed on developing the whole student. University admissions is not based on the judgment skills of the applicant, they are based on grades. These grades will be obtained at any cost, actually hindering a student’s judgment. Parents would like to see the traditional learning styles remain the focal point. For the past three years I have had the pleasure to teach middle school students their science curriculum with a program entitled Full Option Science System (FOSS). FOSS is an inquiry-based program. Students learn through lab collaboration in small groups, which I regularly rotate. No text book is provided for this program. Literacy comes through investigation in labs, response questions, and applying their learning to the world around them. To be frank, the students enjoy it tremendously, but parents, who are used to seeing text books at home, are having a hard time with the concept. I constantly have to push the benefits of “learning through doing.” I suspect in three or four years from now, when my middle school students have been exposed to this type of curriculum for several years, I’ll truly see the benefits of learning through investigating and critical thinking. At the moment that concept is still new and somewhat hard for them to grasp.
 * Knowledge Alive – David Perkins**
 * Preparing for Today and Tomorrow – Elliot W. Eisner**

    Response Journal 3    [|Constructivism as a Paradigm for Teaching and Learning]       ** Describe some of the benefits of constructivism. ** To me, the benefits of constructivism are many. First and foremost, students are active participants in the learning process. Students are empowered to be inquisitive, productive group members, and lively contributors in their own education. This is a big change from the teacher-centered, knowledge-given, traditional classroom. A benefit beyond the inquiry based learning is the development of a social student who will take away not only the knowledge they have learned through investigation, but also the social skills they have gained through the process of negotiation. Students will, I believe, start to become more inquisitive in the world around them and seek answers, solutions, and play a greater role in the society they live in when they have matured and no longer in a classroom environment. With an observant teacher, ensuring that co-operative groups are not dominated by an individual, students will also learn their role(s) in a group setting. Again, these skills are imperative for productive members of society to master. Teachers benefit as well. Interaction between teacher and pupil is greatly increased. Teachers become more of a facilitator, and play the role of encourager rather than lecturer.    **What should educators be cautious of in relation to constructivism?** It is important for educators to realize that the mold of traditional classrooms is not easily broken. Educators must not simply try to dabble in constructivism. If they do, they will not bear fruit. It is an endeavor that must be given proper time and effort. Students will need to re-learn how to learn. Teachers must also re-learn how to teach. I have found that the constructivism approach can “eat up” a lot of curriculum time and it is very tempting to simply fall back in to the mode of the teacher disseminating information and relying on texts and memorization of curriculum-based knowledge. Teachers need to be cautious and understanding of these matters. Response Journal 4   [|PowerfulLearning.pdf].     ** Give an example from your own experience for each of Brandt's conditions for // powerful learning //. ** I constantly try to relate how content knowledge directly affects them now or will in the future. Students are often asked to relate topics to their lives or family members. Recently Reduce, Reuse, and Recycle has been successfully related to students and how it affects them now and in their futures. All of my students have portfolio based goals for science and math. Their goals are intended to challenge their abilities inside and outside of the classroom. I structure my approach to teaching to challenge all individual students. Several times each quarter students must relate a learning experience to one of their achievable goals. I encourage students to take risks and let them know that goals are often only   achieved after several attempts. The fundamentals of math are mastered in a structured developmental sequence. I am constantly aware of prior curriculum coverage, and align my sequence with previous and future student curriculum. I have noticed that students who attended another school district might have some developmental gaps due to a difference in learning standards. In my classes learning consists of visual aids, relative stories, hands-on investigations, and inquiry. I have witnessed students who could not comprehend a textbook explanation of the phases of the moon, but once it was diagrammed on the board the concept was easily mastered. I often empower students to assist in teaching and find new ways to relate the material to their peers. One of my trusted classroom tools to kick off new learning topics is known as **KWL**. It is based on what they **K**now, **W**ant to know, and have **L**earned. Before the topic is investigated we compile a list of known information. After the topic is fully covered we review what we have learned and our current knowledge base. Part of my classroom culture is small and large group interaction. Groups of 3 or 4 will discuss and investigate a particular topic. The small groups will then make presentations to the large group. Once all groups have spoken, the large group will discuss common discussion points and unique ideas. I agree with this statement about learning. Much of the learning that goes on in my class is lab based. I try to give feedback on the results of data recording and analyzing as soon as possible. This is because they will be asked to respond to a critical thinking question based on the lab. If feedback is not given in a timely fashion, students will not have all the tools necessary to respond in depth. This is true if their lab was conducted and analyzed properly or inaccurately. **They acquire and use strategies**. For math a sequential, structured, and organized method is often the best strategy of successfully completing course work. This, however, is not always the best strategy for investigating a science puzzler. A variety of strategies is needed to be a successful student. I encourage group brainstorming to conquer challenging science questions in my class. I have found that students are eager to use this and other learning strategies when they are given the opportunity. Respect in the classroom is of utmost importance. Students must feel safe to take risks and volunteer to give answers and ask questions. I know that when students, particularly middle school students, are at risk of being ridiculed or put down they will not be inquisitive or participate in class. Respect from peers, and me, is always given in my classes. Middle school humor is often used to lighten the mood and reduce stress. I try to balance being an educator and entertainer. Students must be engaged to be successful. The physical setting of my classroom is very important to me. Reminders of procedures, examples of students work, and powerful quotes are part of the physical setting of my room. Seating is arranged to incorporate both individual space and social space. As noted by class reflections and particular examples, all of these conditions are present in my teaching. Some are more prevalent than others. Emotional environment, social interaction, and helpful feedback are conditions that are always presents and utilized in my teaching.
 * What they learn is personally meaningful **
 * What they learn is challenging and they accept the challenge. **
 * What they learn is appropriate for their developmental level **
 * They can learn in their own way, have choices and feel in control. **
 * They use what they already know as they construct new knowledge **
 * They get opportunities for social interaction **
 * They get helpful feedback. **
 * A positive emotional environment strengthens learning. **
 * The environment supports the intended learning. **
 * Which of these conditions are viable in your present teaching assignment? **

Backwards design allows the instructor, once desired results have been identified, to ask: What activities are most likely to equip students with necessary skills? What type of resources will assist me best in achieving my desired goals? What knowledge must be obtained in order to achieve desired results? This is different from traditional curriculum development where: Specific activities dictate the student’s acquired skills. Particular materials and resources may result in undesired goals. Knowledge is given blindly and may not result in desired results. The superiority of backwards design lies in the fact that an established curriculum will be addressed and met because you start your lesson and unit planning with curriculum-based goals and standards in mind.
 * Response Journal 5  **
 * I think **, without hesitation, educators all have the same aspiration when it comes to educating their students. That aspiration is to achieve a desired goal. With backwards design, the educator starts at the “end” and plans towards the start of the journey. Instructional activities, topic lessons, and assessment methods are pieces of the larger puzzle.


 * Response Journal 6 **

Student understanding is the overall goal of education. When students acquire enduring understanding they realize how to apply knowledge. Knowledge is knowing, based on insight, a particular specialized topic. Understanding is realizing how that knowledge relates to larger concepts and guiding principles.

Knowledge is obtaining facts and figures and the ability to recite them. Often knowing is all that students, teachers and parents are concerned about. Most tests, quizzes, and worksheets are based on topic knowledge. A fine grade can be obtained in a class if the student performs well on knowledge- based assessment. Knowledge is typically good for recalling information.

Understanding is typically achieved though inquiry. Inquiry that, most likely, has taken place over several integrated disciplines over a lengthy period of time. It is not a stretch to think that enduring understanding may take several years to develop. I suspect that the student’s cognitive development also takes a role in the student’s ability to understand. Educators should keep this in mind when developing curriculum. Understanding students utilize combined knowledge and apply it to the world in which they live. Once understanding is achieved, it can be applied for a lifetime to a variety of issues.