Ellin Keene argues for a "National Conversation" and so I would like us to be a part of that conversation. What is essential for our students? Keene would argue for a the learning theory that asks this of us...
Learning Theory:
- To focus on a few key concepts;
- of great import
- taught in great depth;
- over a long period of time;
- and applied in a variety of texts and contexts.
Seems simple almost...doesn't it? Please take the time to think about and respond to this in terms of you and your students. Let's begin this conversation with your thoughts and ideas in response to this theory. Think about an area that you have done this, or would like to do this....and ultimately what IS essential for your students?
13 comments:
HI there,
Oh Elin, Elin, Elin....it all sounds very utopic...(is that a real word?)....Truly,it does sound wonderful.....but think of the expectations we are being met/dealt with here in Salem...Review your curriculum maps, Work on a committe to revise the curriculum maps, what lesson are you on in Everyday Math?, how many minutes are you teaching subjects A, B, and C? Have you started preparing for NECAP? It's a teacher day.....how much time will we get to choose to work on OUR work....CHOICE....we are learning it is important for our students....TIME...do we get to decide our times? Oh my goodness, the stress must be pouring out of my pores right now, because I feel that Elin's points are a moot point right now.....as much as we might agree or disagree with Elin, I am not sure we are anywhere close to what she is suggesting----we may have been there 10 years ago..but not now. Most of you know Fritz Bell, who is the co-ordinator for the Lesley grad. program at Walnut Hill. He would love Elin's points.....he used to tell us about a district that each grade would totally devote an entire year to one unit of study...integrating it across all subject areas.....imagine that? What richness and depth must those studies have been immersed in literature, dance, music, visual art.....yes, it can happen....but where..somewhere over the rainbow?
fj
I am so 'with' Faith on this one. As the district acquires...begins...new initiatives, I get goosebumps just thinking about it. It would be wonderful to say "SIMPLIFY" and that does work in some parts of our everyday living...but we are expected to do more and more. As I approach each weekend with doubts about how to teach reading, when I had once thought it was what I did well, I'm overwhelmed with the scope of what needs to be done. I pour through books to help my lesson plans take shape, to be effective for my beginning, emerging and developing readers. I'm frustrated at hours of 'thinking what's best.' Yes, I'd like there to be an easy way about these new understandings. We are expected to give explicit instruction, doing what good teachers do. In all honesty, limiting concepts and teaching them in greater depth is most likely beneficial/essential for the students. Will we go to that extreme, and I loosely call it an extreme as I don't believe that's the direction we're going toward.
Hello,
When I go to conferences I always feel good and think yeah I can do this and this is a great idea. When I drive away I start thinking about the conference and come back to reality that in my classroom I have tons of things to do and when can I do this new idea. I agree with her thoughts about focusing on an idea for a long period of time and go in depth with it BUT can we really do that in our society today? We as teachers are pressured to have these students all proficient and ready for tests and need to know A,B, and C for the next grade. I agree with both Faith and Jackie on all of their points. It would be great to truly pick one topic and get the students so into it and excited about learning more and more in all areas. We need ALL people to come into a class for a week and see what happens in a typical day.
I am "inferring" that the stress level is at an all time high right now. Although we certainly need to continue to learn and stretch ourselves as teachers, we also need to take time out of our crazy schedules and remember the fine work and dedication to the children of Salem that is happening each and every day in Salem! Take some time to also reflect on all the good you do each day!
Our thematic units serve as a way to integrate all subject areas into a topic of study. I love teaching my fourth graders about New Hampshire just because of the fact that it involves so much reading, writing, history, etc. into what we learn about the state Some thematic units have had to be dropped because of curriculum changes, but certainly not all of them.
This dicussion question also makes me think about the "old days" of focusing on reading and writing and 'rithmetic--- remember those days? Right or wrong?As more and more gets added to the plate, it seems as if the result may be smaller portions, Imyself like the idea thought of focusing on a few key areas rather then, many... to be continued!
Would I like to do this? Of course! Who wouldn't? I'd be willing to guess it's a wishful goal for anyone who works in the classroom.
Have I done this? Yes - many years ago our curriculum was more flexible. The objectives in our curriculum guides were more general (especially science and social studies). I had greater choice about topics and how to meet those goals and objectives. I chose how much time to spend on a unit and was able to get into greater depth - as long as I met the goals. Integrating concepts and skills across the curriculum was much easier. It was also more student-driven. I could go with the kids' interest if and when it was appropriate. Now there are specified units of study and too many topics. It's almost impossible to go into depth in order to address all of them. The terms "covering" a topic as opposed to "uncovering" a topic comes to mind.
In 1998 (10 years ago!)Chip Wood wrote a book entitled, Time to Teach, Time to Learn - Changing the Pace of School. It addresses each and every point in this learning theory that Keene argues for. The theory is not new - if it keeps coming up again, doesn't that say something about its need and importance? Or is the pendulum just swinging back in the other direction again? Wood devotes a good portion of the book to "transformations" - changing the structure of time in schools. The change needs to come from and be supported by the "top" for it to be successful. It needs to be a systemic change.
Is it essential? Yes! Class needs and dynamics change from year to year. We should be able to change our pacing to meet their needs.
Faith, you're right, Fritz would be jumping up and down if he thought this might actually happen!
I guess I do feel like I have some leeway in how I can structure my reading program. I don't feel pressure to do it "one way" and to cover x,y, and z. Of course there is phonics, grammar, comprehension, etc. but I feel like I can integrate it all in an environment that is enjoyable and natural. I don't feel pressure to even use workbooks at all. I have the freedom to make some choices. Now I'm nervous that maybe I'm missing something that I should be doing! Everyday Math, however, is another story! That's where I feel we are almost "SPIRALING" (pun intended) out of control. As a parent, I have had no problem w/ the program. My own kids have adapted to it quite well and there is a lot I like about it. As a teacher, however, I see another side of it. I feel for many students it's too much, too fast. Maybe the long-term data will show that this approach does indeed work best for the students (I hope), but right now it FEELS like it's too much sometimes.
anaAfter pondering this for a bit, I can see that everyone's comments have merit to some extent. Elin's idea reminds me of the round table format used at Exeter Academy. A young man I know who went there told me they take a topic and pick it to the bone. On the flip side, he also said that taking the SAT's could be difficult because they do not always have a base of general information. Hmmm... Nancy's comment on thematic units was interesting because I remember doing those cross-curriculum units. The students do enjoy them and it was easy to adapt concepts for differentiated instruction. Sara's comment about the excitement you feel after attending a noteworthy workshop and being all infused with new energy to try all the latest strategies and techniques. Then the reality of our daily school life brings That brings me to Faith and Jackie. We are driven by a schedule that is reminiscent of the industrial revolution where time impacts everything and instructional areas like the various specials are timed and often drive the schedule. We at Soule are always willing to try new things (Those Barron girls too). However, the reality is that the schedule can be inhibiting. It's kind of like the oil vs. ethanol debate. We know that oil products dramatically impacts the environment and the supply may run out someday. Ethanol is used in places like Brazil successfully. Yet, we still rely on the oil and ethanol is floating out there somewhere. So, as educators, we are driven by our schedule, curriculum maps, and accountability which means test prepping thrown into the mix. Something has got to change to allow for the time to explore a topic across the curriculum for a longer time. Yes, I agree with Kerrie that the EDM math does impact and I agree that the pace is affecting many of our students. Seems like, overall, there is no time to allow students to "take the time to smell the roses" across the curriculum rather "get on and run on the daily treadmill."make the effort to implement new things because that is what teachers do to strive to be better teachers.
Hi,
I just wrote a huge blog and I lost it. I will not be writing as long this time.
The main point of what I wrote was that I do like the direction we are going in reading. I just need to have time to figure out how to include all those other reading lessons that I do into readers workshop.
I also an concerned about the depth in which I go into with specific units. I look at lesson plans from years past and I did so much more. For example in my rock unit, I did lots of experiments, made rock books and did lots of math concepts using rocks. The past two years I am lucky if I scratched the surface on rocks. I have been asking myself why for awhile now. Last year I just thought it was my class. Well this year I have a strong class and am still not going into depth on anything. I now realize it is because of everything I have on my plate. I understand that I could integrate the units with what I am being asked to do now. However I am just trying to stay above water, so I don't have the time or energy to do so. Everything is moving to fast that I don't have time. Kerrie mentioned EDM. I totally agree with her. I would love to integrate math with other units like I used to but I don't dare do to much in fear that I will fall to far behind on the lesson that I NEED TO BE ON!!!!!!!!!! How is this good for kids?????
I hope someday I can slow down a little and go back doing the things I used to have the time to do. I think we are trying to go in the right direction it is just to busy of a highway. We need to slow down and concentrate on our teaching instead of keep pushing for more.
I can feel the tension in everyone's writings. Don't give us anything else that we have to deal with. Maybe we've reached an overload position and the pendulum is starting back. This theory was popular a long time ago. I remember doing it myself. I think a lot of teachers would be very happy with cutting out a great portion of the curriculum. I can see kids and teachers having a great time intergrating the arts amd subjects while teaching these concepts of great import. Why did things change? Was it test scores? Angela mentioned that there might be a lack of general knowledge. What about over-kill? Not all students may want to spend an extended amount of time studying one area. I think teachers would enjoy having the time to add enrichment to their teaching , to do the extra litle things that the kids will remember and cherish.
Being that this is my second year teaching, I think I have a different perspective about this issue because I do not have the personal experience of teaching content through the means of extended units integrating all the content areas. However, I do remember many courses through college where I designed lesson plans and units that did just this, and remember discussing at length the benefits that can be reaped by teaching through this type of approach. Yet coming into education 2 years ago, the curriculum and demands have made it very difficult to be able to construct units in this manner. I am eager to do this, as I feel there are many benefits, however there is much confusion as to how I am going to be able to do so successfully while keeping up with the demands of the curriculum, and making sure that everything is covered and addressed so that the students in my class are ready for the increasing demands of the following year (including NECAP).
On a more positive note, I do feel that the school is going towards that direction with the introduction of reader’s and writer’s workshop, I just hope that we will be able to take enough time to really begin to incorporate it into the classroom throughout the next few years so that we can truly be able to assess its effectiveness and begin to see the benefits of this type of approach. I enjoy the flexibility of the workshop, which allows reading and writing to be more easily connected to science and social studies (math is another story), I just want to continue to discussions and education (for myself) so that it can successfully be incorporated into my classroom and the school’s curriculum.
I have to agree with Amy. Being a second year teacher, I do not have any previous ways of teaching under my belt to compare to. Although I worked in two other districts and saw three varying theories and methods to teaching reading, I feel that our direction is best for our students, which is the most important component. During Reading and Writing Workshops, my students are engaged and EXCITED to read. I have children who cannot wait for Reader’s Workshop and DEAR Time…begging me all morning long until it starts.
I had many professors who fully supported this idea and even worked with a professor on a self-designed course using a method called Understanding By Design, in which this theory is put into play. I created many interdisciplinary units and assessment tools to help students dig deeper into meanings rather than skim the top of units. The way Elin suggested, I think it sounds great, assuming we were able to do this. The accountability piece is an important consideration and I believe where the loads of GLEs, frameworks, and curricula maps came from. This is not to say that we are not meeting those expectations by any means, but the state will want us to follow a mandated guide. I know this is something beyond all our controls. Either way, I plan to do what is best for my students even if it is out of my “comfort zone” to help them be successful. I am always searching for better and new ways to reach my students!
I come from such a different place in my position as a media specialist. For me, teaching a few key concepts is what I do. I go into a classroom, focus the students on one or two key points, work with them on gathering information, comprehending it, and using the information they’ve found to construct meaning. Then I go and leave the really hard job, the teaching of reading, to the classroom teachers. I feel as if I have it pretty easy. I can’t even imagine how teaching only a few key concepts could be done in a classroom. In reading, all the concepts are interdependent. How do you choose? Do you pick a few and ignore the others? Is there a systematic design for getting all concepts taught before the students move on? Do we rewrite the curriculum, yet again? It would be nice, though, to feel as if you’d made a monumental leap in teaching, as opposed to taking baby steps.
Wow! There is so much to take in here!!! My feelings are that I need to get back to the Thematic way of teaching. With the force of having to use the basal and the curriculum demands, I left my thematic units. We have discussed this in grade level meetings across the curriculum. YOU HAVE TO STOP TEACHING THE EXTRAS (EVEN IF IT IS SOMETHING YOU LOVE) TO BE ABLE TO COVER CURRICULUM. I loved focusing my teaching around the science and social studies units. When you love what you teach, the students love to learn. I myself need to get back to this way of teaching. Supporting one another, we can do it!!
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