Robert+M.+La+Londe

Robert La Londe ISG Yanbu


 * Response Jounral #1: Introduction **

My name is Robert La Londe and I teach at the International School in Yanbu Saudi Arabia. I have many roles in Yanbu. I teach grade 7 Math, grade 8 Science, Grade 12 Model United Nations and grades 8 to 12 PE. Along with my teaching duties I am also the Athletic Director and Activities Coordinator. I find my days quite busy but enjoy the pleasures that accompany each job. By the end of this course I am hoping to become more proficient in curriculum mapping. I want to become more familiar with curriculum mapping to both help my personal teaching, and to aide me in my duties as part of the curriculum mapping team at my school. Increasing my knowledge of curriculum design and assessment will help my teaching practice by allowing for more productive classroom time. I believe by designing my courses better I will be able to not only provide my students will more engaging learning activities, but also create more informative assessments. I have always been wary of assessments. I hate to see when grades take the focus away from student learning. If I can design better assessment perhaps my students will be less focused on what their grades are and be more tuned in to what they are learning. I hope to better my students’ learning by providing better designed lessons, more informative assessments and more engaged class time.

**Response Journal #2: Responses to //Knowledge Alive// and //Preparing for Today and Tomorrow//** // Knowledge Alive //

The author, David Perkins, introduces a new idea about how knowledge can be treated: the knowledge arts. The knowledge arts look at knowledge as incorporating four intermixed paths: “creating, communicating, organizing and acting on knowledge” (Perkins, 2004). These separate, but intertwined, “arts” allow a learner to develop a deeper understanding of any given topic. The author feels, as do I, that these arts are not being stressed enough in the classroom. These ways of looking at knowledge are exhibited in the world around us but fail to take a prominent place in the classroom, where supposedly knowledge is the ultimate goal. Knowledge in the classroom, as it is seen in a traditional class, relies too much on absorbing knowledge rather than creating it. Teachers are seen too often as the means to “pour” their knowledge into their students’ heads. We should be striving to put the knowledge arts in a central role in today’s teaching. Although, even when we aim to reenact or describe “real-world” situations we still fail to encompass all the knowledge arts. From what I have learned and witnessed in regards to teaching, I would have to agree with Perkins that the knowledge arts are being neglected in schools. I believe it is the role of not only the teacher, but administrators of all levels, to help bring about a school environment that nurtures not some but all of the knowledge arts. Perkins points out that schools do a decent job of fostering the art of communicating knowledge, but that is only one art out of four. We must do what we are capable of to enrich the learning of our students by providing opportunities to engage in all four arts. The goal must be student understand instead of how much knowledge can be passed on from teacher to student. Curriculum designers must take a second look at what they are offering in light of the four knowledge arts. Current curriculums are attempting to incorporate some of the tenants of the four arts but still fail to wholly encompass the idea of student understanding. In order to prepare students for their futures we must act in a way that reflects not only what we feel they should “know” but how we can help them adapt and foster understanding on their own. School curriculum designers need to acknowledge this need and adjust their framework to include, and give equal footing, to all four of the knowledge arts. References Perkins, D. (2004). Knowledge Alive. //Educational Leadership//, 62(1), 14-19.

// Preparing for Today and Tomorrow //

Eisner, in his article //Preparing for Today and Tomorrow//, presents five aims that are intended to help schools reform their ideas of how to prepare students for their futures after leaving school. The five aims: judgment, critical thinking, meaningful literacy, collaboration and service, are introduced as important, but undervalued, components of a successful education curriculum. These aims illustrate what needs to change in current education practices. In order to better equip students for today and tomorrow we need to rethink our curriculums in light of Eisner’s five aims. In my experience the ‘preparatory’ and ‘hooping jumping’ conception of education is far too prevalent. This, I believe, is due to the fact that both parents and students, for the most part, are much too concerned with grades and assessments than what is being learned. Standardize tests create a similar obstacle to student understanding over knowledge absorption. When the final mark or score is all that matters then the learning takes a back seat. As Eisner points out, “the primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school”(2003-04). I believe in a holistic approach when it comes to teaching students. I believe it is my job to help students learn how to acquire, organize and disseminate information on their own. In this time of technology at our fingertips, content knowledge needs to take a backseat and the focus needs to shift to highlighting the process instead. With information sources so readily available to our student our job needs to change from delivering content to teaching how to find and evaluate content knowledge. In my opinion it is a waste of time to ask our students to continuously memorize facts and figures only to have them forget them the next week, month or year. Instead we need to equip them with the means and processes for finding that information when the need it. It will be far more useful, and beneficial, to our students to help them create their own understandings based on their own experiences (constructivism). I find myself trying more and more to move away from traditional forms of education. I try and impress on my students the importance of the process over the product. In Math, I am more concerned about how my students are looking at and figuring out problems, than with the “right” answer. And I tell them that. As it relates to Eisner’s aims, I try and foster a classroom environment where students are encouraged to: make their own opinions or judgments, think critically, collaborate with each other and utilize different forms of literacy mediums. When students are intrinsically motivated then tend to become more engaged in the material, both at school and at home (Alfie Kohn, citation needed). Alas, I face a great deal of pressure, from not only parents but the students themselves, to spell things out in terms of scores and grades. I find too often that Eisner’s aims are hindered by the obsession over standardize test scores and classroom grades. Until we move away from a preoccupation with assessments for the sake of giving a grade it will be difficult to implement Eisner’s aims in a productive and worthwhile fashion. References: Eisner,E.(2003-04). Preparing for Today and Tomorrow. Educational Leadership, 61(4), 6-10 Kohn, A. (Citation needed)

**Response Journal #3: Responses to //Constructivism as a Paradigm for Teaching and Learning (workshop) and//** //**Powerful Learning**

Constructivism as a Paradigm for Teaching and Learning (workshop) //

Constructivism is a theory of education that I strongly believe in. I found it very easy to formulate a list of the benefits of constructivism even before going through and reading the material presented in the workshop. On the other hand it was far more difficult to come up with a list of downsides or cautions of constructivism. I will first present the benefits of constructivism and follow up with the cautions. To me constructivism is best described as when individuals use past knowledge and experiences when presented with new knowledge and therefore must evaluate and process that knowledge in regards to the past knowledge and experiences. A constructivist classroom takes that into account when designing the learning environment, the process of teaching and how the curriculum is incorporated. This includes creating an atmosphere where students are encouraged to ask questions and be an active learner. The benefits of a classroom where constructivism reigns are immense. Students become the center of attention as opposed to the teacher being at the center. The students shift from the role of being the recipients of teacher directed learning to creating their own knowledge with the teacher’s guidance. This is a benefit for both the students and the teacher since the learning becomes more enjoyable for both. The students are able to take a vested interest in the material, creating ownership of the learning, and when there is intrinsic motivation as opposed to extrinsic motivation, students have shown to be more willing to learn. With these active techniques students are able to explore, ask questions, collaborate and engage with other students and with the teacher in ways that are not accessible in a traditional classroom. Instead of focusing on retaining information the students are encouraged to learn how to learn; the focus shifts from the product to the process. Students are able to identify and learn new strategies of evaluating, incorporating and utilizing new information. By working collaboratively students are able to see how others learn and perhaps try new strategies that might work for them. Through this collaboration students improve on both their social and communication skills. This holistic approach to education, where the process dominates over the product, students are able to interact with classmates and the teacher in ways that are not seen in a traditional classroom. There are a few cautions associated with constructivism that are worth mentioning. Firstly, a teacher using the constructivism theory in his or her practice must be willing to be patient and flexible, as well as be willing to put in extra work as needed. Too often I have seen teachers dismiss constructivist classrooms as being disorganized and a place where the teacher is seen as slacking off. This is far from the truth. It is much easier to teach in the traditional fashion, where the teacher uses a didactic approach and all the students are expected to do is behave and absorb what the teacher says. I find it takes a great deal of patience and fortitude to let the students lead discussions and figure things out for themselves. Secondly, assessment becomes more difficult to quantify in a constructivist classroom. While tests and quizzes can have their place, different forms of assessments are also used. These other types of assessments can include: observations, narratives and portfolios. Having a variety of assessments allows a teacher to assess the process more often than the product. Thirdly, the workshop mentions three criticisms of the constructivist theory: it is elitist, it limits individual work and there is little evidence that it works. I think these criticisms are easily put to rest by spending time in a constructivist classroom. The type of atmosphere in a constructivist classroom can appeal to students of all socioeconomic backgrounds. Engaging students, and creating opportunities for intrinsic motivation, is beneficial to all students. While collaboration is seen as a strong component of constructivism, where students learn from each other, there are always opportunities for individual growth and meaning making. As for the claim that there is little evidence that this type of teaching works, there are a plethora of articles and books that illustrate the positive effects constructivism can have on student learning and development. As I stated earlier, spending time in a constructivist classroom with a proficient teacher will lead most observers to put little validity in those claims. The criticisms of constructivist classrooms are weak in their objections. The cautions on the other hand should be noted. It takes a lot more work to engage students and allow them to be at the center then it does to have the teacher always at the center of attention. While it does take a considerable amount of extra work compared to a traditional classroom the benefits provided to students in a constructivist classroom make all that extra effort worth it.

//Powerful Learning//

In his article, Brandt (1998) describes ten conditions that make “powerful learning” possible. The following will list those ten conditions as well as examples from my own experiences. In many instances certain examples will be applicable to more than one condition. The list and examples will be followed by a short discussion about how the ten conditions are viable in my present teaching. Conditions for Powerful Learning: 1.   What they learn is personally meaningful: a.   I try an relate current topics to what is going on in my students’ lives b.   At certain times I allow my students the opportunity to pick assignments that relate to them on a personal level c.   Students are usually allowed to choose how they will present material 2.   What they learn is challenging and they accept the challenge: a.   I push students to attempt things that may cause them to take a risk b.   I try and create an atmosphere where failure is accepted and rethinking is encouraged 3.   What they learn is appropriate for their developmental level: a.   Assignments can vary depending on the student b.   Students are encouraged to help each other 4.   They can learn in their own way, have choices and feel in control: a.   Students are free to choose how to present material b.   Students are given the opportunity to teach their classmates 5.   They use what they already know as they construct new knowledge: a.   I provide opportunities for students to expand on what they already know or take it in a new direction b.   I encourage my students that there are many ways at looking at a problem and different opinions and methods are accepted 6.   They have opportunities for social interactions: a.   So much of how I teach involves group work and collaboration b.   Students give peer feedback and help 7.   They get helpful feedback: a.   I have conferences with my students b.   Students give each other feedback 8.   They acquire and use strategies: a.   Students are encouraged to try new strategies b.   Students are encouraged to present different methods of solving problems 9.   They experience a positive emotional climate: a.   All students are treated equally b.   Students know they are free to ask any questions c.   Respect of each other and each other’s ideas is central to how the classroom operates 10.   The Environment supports the intended learning: a.   My classroom allows for the students to share responsibility of the learning b.   Students work together and with me on solving problems c.   Discussions within groups and with the class is always a part of the lesson Most of these conditions are viable in all of my teaching assignments. The times when these conditions are at odds with my instruction are when assessments and aligning to the curriculum interfere with the structure of the class. The focus on grades can take away from the learning and create an atmosphere that is not conducive to help students learn. The narrower the curriculum is the harder it is to allow these conditions to prevail. Regardless of these two hindrances, I try more and more to incorporate into my teaching what these conditions stand for.

**Response Journal #5: Justify the claim that the best lesson and unit designs are "backwards."** The “best” lesson and unit designs are those where the activity planning is done at the end and the justification is at the forefront. By starting with the desired results an educator can pinpoint what is important and what he or she wants his or her students to be able to do or understand at the end of the unit. Once the desired results have been established then he or she can move on to identifying acceptable evidence that will show students know or can do what is desired. Once the results and evidence have been ascertained then it is time to plan the activities and lesson structure. This method of working “backwards” allows educators to match the activity or lesson to a specific goal.

Lesson and unit designs that follow the backwards format are superior to activites and lessons that are created before the results and evidence are realized, since in the backwards design the connections are made beforehand. When you start with the desired outcomes you are already starting to connect the learning with an established curriculum guidline. It is then the acceptable evidence that guieds the types of learning activities. When the learning activities are based on acceptable evidence and desired results, a more profound learning experience is to be had for every student. 


 * Response Jounral #6: How do you distinguish between students "knowing" and "doing" versus understanding what they are studying? **

I believe there is a significant difference between what students know and can do versus what they understand. The ultimate goal is for each student to understand the material at hand but it is not as easy to identify as seeing what the student knows and can do. Written and standardized tests do well to determine what students know and what they can do but offer little in the area of determining understanding. Knowing and doing involves memorization and recitation, and sometime practice. Understanding involves being able to explain and teach. Understanding also involves the ability to extend ideas to new and unforeseen situations. In order to see student understanding it is imperative to have types of assessments and other opportunities for students to demonstrate their understanding. Tests and quizzes can assess what is known and what can be done. Authentic assessments, on the other hand, can shed more light into what is understood. These types of assessments allow for students to demonstrate, not only what they know and can do, but that they understand as well.