Narendhra+Naidoo

__ Response Journal #1 __ Hi everyone. I am Trevor Naidoo, from Durban, South Africa and I am teaching AP Calculus and Physics at ISG-Dammam. My wife, Veron, is the High School Counselor after also teaching math for 15 years!. We have twin boys, Luschen and Leevan, who are 10 years old and are in grade five in the middle school.This is our seventh year in the kingdom, but no sign of the 7 year itch yet........ . I have been teaching math, computers and physics for 20 years now........not sure how all that time has flown by..... must be true about time flying when one is having fun. On the subject of fun, I do believe that having fun is an integral part of learning.
 * Assignment 1 **: **__Due Date__**: September 24, 2008
 * Introduce yourself - include your discipline, the age group you teach and any aspect of your professional profile that you would like to share.

All my qualifications were obtained whilst in South Africa, so this is the first time that I will be studying via a US institution, not to mention online.........  ·  Reflect on your expectations for this course. I would hope that this course would help deepen my understanding of curriculum design as well as assesment design.....I often wonder if curriculum developers /designers ever attend such courses or even if they do, if they forget all they have learnt. In my 20 plus years of teaching and even when I attend education courses in my degrees or at conferences, we have often heard all the buzzwords only to find that curricula are designed against most of the principles that we heard or learnt about and their implementation.

It also seems that we are unrealistic in our approach when it comes to choice of topics and the way people teach..... After all, it is not enough just to teach to the test as some colleagues and "experts" believe we should. I believe that the skills we teach our kids are more important.. of course, getting that 4 or 5 on the AP exam is very important, Even to me, as the teacher. I always feel that when my students are being evaluated, that I am being, too. Sustainable skills are infinitely more important- a message, I have been passing on to my students over the years. How do you believe deepening your knowledge of curriculum design and assessment will help your teaching practice?
 * Reflect on the following:

This aspect of the course will be beneficial because it will give me greater insight into the reasons for the curriculum being designed the way it has been. I am also curious to "try and get into the heads of" curriculum designers.

In formal education, a curriculum is the set of courses, and their content, offered at a school or university (Wikipedia). When designing a curriculum, school districts look at what needs to be taught at certain grade levels. Generally, curriculum planning is done on a 6 year cycle, when it comes under review. Unfortunately, in the international setting that we find ourselves in, we have a high rate of turnover of teachers. So by the time the review comes about, we have new teachers in or those just about to leave. I often wonder if those at these meetings are therefore really committted to the task at hand or whether others are actually capable of making meaningful contributions, having just arrived.

Teachers use the curriculum as a format on how they are going to teach the class. So teachers in the same district should be working  with a common purpose or using common outcomes and standards when designing their course outlines for the year.

How might it help your students? Since we are working under a set of National (US) Standards,                 the students benefit because they do not need to study what the government deems necessary. They are therefore being prepared according to a set of outcomes that have been prepared by higher education leaders. Which is why you see more emphasis on math, reading and writing and why schools are now looking at cutting music, theater, physical education and industrial arts programs to allow more devotion to the three stated above. __Response Journal #2__ Knowledge Alive Perkins believes that it is more important to teach kids what to DO with the knowledge we "give" them than the knowledge itself. The knowledge arts involves creating knowledge, communicating knowledge, organizing knowlege and acting on the knowledge we have "learnt". This article was published in 2004 so it is not something new. I have studied other authors who have suggested similar arguments over 20 years ago! The point that I would like to make is that I agree whole heartedly with his ideas. It is just the implementation in a classroom where "finishing" the course is of utmost importance to the parents, students, administrators and of course the teachers of the courses that lead on from where we finish off. It is strange how schools and districts have mission policies including things like "developing critical thinkers" and "developing global citizens" when all we do is produce more of the "same old, same old". Education needs to be dynamic to keep pace with the changes that are taking place in the "real world" but the changes we see are, most often, cosmetic. For Perkins' ideas to be implemented, it would necessitate curriculum designers to step outside the box they find themselves in. There would have to be a radical change in the way curricula are designed because it is impossible to see his ideas being successfully implemented without there being some kind of trade off between the "number of outcomes" that are currently required to be taught and the time required to go through the processes, as Perkins suggests. I cannot see administrators at schools and higher education being too eager to make changes. From experience, change seems to appear very painful for education leaders. Curriculum designers will therefore need to be creative in integrating these ideas into the already burdensome load of outcomes that need to be completed before a credit for a course is given. Preparing for Today and Tomorrow Judgement: This is important in decision making regarding the choices they have to make Critical Thinking: which is allied to the first but also looks at different stages of problem solving (Meaningful) Literacy: does not mean, necessarily, only reading but being literate in all "art" forms- theatre, music, fine art. Collaboration: The classroom situation is, probably, one of the most important forms of early socialization that a child has. He/she has to learn how to work together in developing a solution to a problem. Service: Teaching students about servce to mankind is also important. Many fields of study now have compulsory "community service", where students have to serve in communities that are disadvantaged. contrary to his beliefs
 * What is the author's point of view with regard to the //knowledge arts//?
 * How would you respond to his ideas and suggestions?
 * What are the implications of his ideas for curriculum designers?
 * In Eisner's view what //aims// are appropriate for schools seeking to prepare students for today and tomorrow?
 * In your experience, what factors give rise to the 'preparatory' and 'hoop jumping' conception of education that runs

I sometimes think that we should just take all those in the teaching profession and put them into a machine that makes them less resistant to change. I have not come across a group of people in any profession who are so stuck in their ways -without wanting to take a chance to do things differently. Always coming up with excuses and reasons why something would not work.

The "preparatory" and "hoop jumping" concept of education has been around for probably as long as education has been in existence.. I think that, as international educators, we come across this much more than if we were still teaching in our home countries. The fact that each country has different requirements and policies and standards makes it almost impossible to satisfy everyone of our students and their parents all of the time. However, we generally manage to satisfy the stakeholders by providing the bench marks that are most often used internationally.

There are a few who will, unfortunately, fall through the cracks but to a large extent the standards that we use are what is required by the universities to which the majority of the students attend after graduation.

The assessment tools, be they formative or summative are also part of the hoop jumping process. It is clear, even to kids, what they need to do in order to get the A+ or even the C-. No wonder then, very few kids extend themselves. For this reason, many students go through school learning just before a test and then "All is forgotten". Until the next test or examination.

The teachers who try to do things differently are labeled as "radical" or "anti-establishment" or "not team players"........ Many of these teachers end up just like their colleagues, often just not to have this stigma attached to them. However, if you ask kids years later, who they remember most or who's class they learnt from the most. The answer is almost always one of the "labeled teachers" - of course if the kids were fortunate enough to have one of them.


 * To what extent are you able to focus on Eisner's //aims// in your present teaching situation?

Being a Calculus and Physics teacher, it is often easier to incorporate some of Eisner's aims in to my classroom. However, the fact that I need to have my kids ready for their AP exams in early May does put a damper on many efforts as one does not one to lose sight of the "big" exam coming up.

Having said that, using one's judgement carefully, using critical thinking in solving some of the "integrated" problems and "literacy" play a major role in the development of the skills that I try to inculcate in my students. Students are also taught to work, constructively, in groups so that each member plays an active role in the assignment given.

In Saudi Arabia, we have found it extremely difficult getting kids involved in service projects that involve the community because of the nature of life here. Together with organisations like the school chapter of the National Honor Society, students are involved in fundraising drives for special charities and hospitals.... those that will allow us to, that is!

**Assignment 2** : **__Due Date__**: October 1, 2008 __ Response Journal #3 __ > Describe some of the benefits of constructivism. One of the main focus points of constructivism as a teaching and learning methodology is that people create their own knowledge of the world by experiencing things and reflecting on those experiences. Some of the benefits of constructivism include:
 * The curriculum design and assessment models that will be the focus of this course are informed by a constructivist view of teaching and learning.

 ·   Encourages children to use active techniques to create more knowledge and to verbalize what they are doing as their knowledge is changing;  ·   By questioning themselves and their strategies, children learn how to learn;  ·   The teacher’s role, far from being passive, is one of facilitator, where s/he now has to engage, lead and help students to keep the discussion flowing; The teacher’s task is to ask good questions, rather than providing answers. Knowledge is now dynamic, changing as one’s view of the world expands or changes;  ·   Children work together in groups, prompting socialization, division of labor, negotiating points of view and reaching a consensus;  ·   Students are fully engaged in the lesson – “They ARE the lesson!”  ·   Problem solving becomes the norm, rather than the ideal, as students are constantly trying to find new methods/strategies to:

o   Restate the problem. o   Testing outcomes. o   Analyzing results. o   Drawing conclusions.  ·   Students learn to question things and apply their natural curiosity to their world. Remember how our own children ask questions “How?”,” Why?”, “What?”, “When?” when they are growing up (until they think they know the answers to everything and then proceed to teach us?)  ·   Since there are no right or wrong answers, just opinions and points of view, the student re-evaluates and readjusts his knowledge and understanding.

I think that amongst others, educators need to be careful of the following:  Ø   Teaching in the traditional style and believing that they are using the Constructive Model by making only minor changes;  Ø   One needs to be well prepared with activities and questions and knowledge and skills require much more time for preparation, than the traditional classroom; <span style="color: #0070c0; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> Ø   All students do not attain the same goals at the same time. They are many paths to the same understanding <span style="color: #0070c0; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> Ø   Everyone holds different understandings based on their previous knowledge and experiences. <span style="color: #0070c0; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> Ø   For each level, in math especially, students could be at any one of EIGHT different levels.
 * What should educators be cautious of in relation to constructivism?

__Response Journal #4__ Give an example from your own experience for each of Brandt's conditions for //powerful learning//. Which of these conditions are viable in your present teaching assignment? A problem that we sometimes experience in International Education with students from over 35 different nationalities and using a US based curriculum is that some concepts that students learn is totally "foreign" to them. For example, spending days on teaching pennies, nickels and dimes when a majority of the students will probably not even visit the US! However, I have found that cocepts which may seem abstract to the layperson become more easily understandable by relating them to real world problems. In fact, students themselves, are asked to find examples of situations where the work that they are doing can be related to "daily life". **This condition is definitely viable in my classroom** This is especially true in my AP Calculus Classes where students are motivated to do well as they know how important getting a good grade in the AP exam is to fulfil their ambitions. The majority of students work really hard to ensure that they keep up with the course (and my) requirements so that we could complete the syllabus in time for adequate examination preparation. ** This condition is definitely viable in my classroom ** I guess, by having experts in the field of curriculum design, that this would be a no brainer. I, howver, still have my doubts in some cases. Having said this, I think the students desire to succeed ensures that they are able to master work that (I think) is sometimes beyond their level. Whilst I would not consider this to be a "laissez faire" approach, students are given the choice (where possible) to employ strategies and problem solving techniques that have not been shown to them in class. I encourage students to find alternative ways of solving problems. Not only do they feel more comfortable using this approach, but they would probably remember "their method" more easily than mine. Unfortunately, the lack of time does not permit me to employ this method in my classroom. I used to employ this technique with younger kids but find that the need to complete the syllabus with my AP kids is of far greater importance. Students work in groups, whereever possible, but again this is kept to a bare minimum because of time constraints. I try to grade and return work as soon as is possible. The next day - if there is no interesting sport on TV!! Giving students general and individual feedback is important in their development.. We look at common mistakes of the group first and then indivdual ones during the breaks. **This condition is definitely viable in my classroom** __** They acquire and use strategies **__ ** : ** As stated previously, using problem solving techniques is of utmost important in my classroom. This and the articulation of the method used in solution is of vital importance as communicating their ideas to me will dictate the grade they get for that assignment. Students have the option of using theoretical, numerical or graphical techniques in problem solving, if the required technique is not specified. I strive to ensure that the learning environment in my classroom is as stress free as possible. Students at our school are under tremendous pressure to perform with sometimes unrealstic workloads. Students have actually told me on numerous occasions, how they enjoy coming to my class - enter smiling and leave smiling, because I am a firm believer that students need to enjoy what they are learning. Learning Calculus or Physics does not mean that it has to be boring. **This condition is definitely viable in my classroom** My classroom, where my students and I spend almost all the time, is set up so that I have maximum contact with all of them. Not only to monitor what they are doing but also to ensure that I can get to a student as quickly as possible if her or she requires any assistance. I think my students trust me enough to come to me, indivdually, for advice on things that are troubling them - be they at home or at school. My easy going nature makes it easy for kids to relate to me and this also makes them very comfortable in my presence. Many students (and their parents) have actually told me that they started taking a liking to math after getting me as their teacher. **This condition is definitely viable in my classroom**
 * __Meaningful Learning__:**
 * __What they learn is challenging and they accept the challenge__:**
 * __Appropriate for Developmental Level:__**
 * This condition is definitely viable in my classroom**
 * __Learn their own way, have choices and feel in control__:**
 * This condition is definitely viable in my classroom**
 * __They use what they already know as they construct their own knowledge__:**
 * __They have opportunities for social interaction__:**
 * __They get helpful feedback__:**
 * This condition is definitely viable in my classroom**
 * __They experience a positive emotional climate__:**
 * __The environment supports the intended learning__:**

**Assignment 3** : **__Due Date__**: October 8, 2008 __ Response Journal #5 __ <span style="font-weight: normal; font-family: 'Arial','sans-serif'; mso-bidi-font-weight: bold;"> **<span style="font-weight: normal; font-family: 'Arial','sans-serif'; mso-bidi-font-weight: bold;">In **<span style="font-family: 'Arial','sans-serif';"> backwards design, the educator starts at the “end” and plans towards the start of the journey. Instructional activities, topic lessons, and assessment methods are just building blocks of the unit. <span style="font-family: 'Arial','sans-serif';">  The teacher is able to get to the heart of the unit by searching for the big ideas that over arch the unit. From this, one is able to look at essential questions that need to be answered – these questions are the ones that weave throughout the unit. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">  The teacher is then able to look at the different skills and understandings that the students require to achieve an understanding of the unit. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">  This is an ongoing process as the teacher is able to adapt the program after going through a period of self evaluation to determine what changes he/she ought to make in order to improve the unit that has been designed. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">  Whilst I am getting to grips with the theory and the process of “Backward Design”, I guess my traditional upbringing as a teacher is coming in the way of my efforts. I, however, must add that the 2 day workshop that we had has helped a great deal in taking me away from that. The road is still long and winding. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> __ Response Journal #6 __ <span style="font-size: 15.5pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"> === **<span style="font-size: 14px; color: #d01816; font-family: Arial, Helvetica, sans-serif; msofareastfontfamily: Calibrimso-fareast-theme-font;">How do you distinguish between students "knowing" and "doing" versus understanding what they are studying? **<span style="font-size: 15.5pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> === <span style="font-family: 'Arial','sans-serif';"> Both aspects have an important role in children’s learning. However, it is common knowledge that most students (and parents) would prefer the former as it is “easier” route to good grades. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> The problem with having assessments based solely on “knowing” and “doing” is that learners become slaves to the knowledge that they have gained. They become satisfied in merely regurgitating what has been taught to them or simply being able to solve problems based on the exact same question. This is particularly an issue for me as I teach AP Calculus and Physics which require a much more in depth understanding of the subject matter. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> My aspirations as a Math and Physics teacher is for my students to gain a thorough understanding of the concepts that they are being taught for it is only then that they will be able to apply this learning to different situations without coming to me at each stage to check whether it is right or not. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> “Understanding” therefore implies that the learner will be able to relate what has been learnt to other “foreign” situations = being able to use Polya’s steps of problem solving, being able to relate concepts from different units with ease and being able to apply them to future situations. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">  I will even go as far as saying that real understanding would not require learners to study for tests and examinations as real understanding ought to be everlasting.
 * <span style="font-size: 15.5pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt;"> Justify the claim that the best lesson and unit designs are "backwards." **<span style="font-size: 15.5pt; color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">