One of the requirements for my economic class (and when I taught government) is current events on either a weekly or biweekly basis. I think it is important for students to know what is happening in the world and to provide their own commentary on events. I ask them to provide a brief summary of an article they find and then to provide comments or thoughts on the topic.
This act of commenting on events makes them more worldly, but also allows them to express their opinions about topics. I always make sure to leave a space where they can ask questions and try to clarify when possible. Since these students are seniors and many will be 18 by the November elections, it is important to expose them to the issues and get them to think about them. I tell them that it is okay to hold viewpoints, but they need to be able to back it up with why they think that, not just "my parents think that."
Students often make strong connections to what we have studied in class, taking an abstract concept and making it concrete through real world examples. This is when I know they have truly learned something. When they start throwing out terms like supply, demand, opportunity cost, scarcity, etc. in a current event write up, I get a little smile on my face knowing that I have reached them! Critical thinking is such an important skill today and I think having students do current events builds that skill!
Wednesday, May 30, 2012
Friday, May 25, 2012
Coffee Cup Biographies
Last night was the showcase for the Teaching American History grant in which I participated this year. One of the middle school teachers (Katherine Rand) showed off a fun project that I am going to try to incorporate into my classroom next year when we study the New Deal. Basically students create sleeves for coffee cups that tell all about the person or event. This teacher had them do biographies of the presidents. I am attaching photos that I took so that you can see the finished product.
She was able to get Starbucks to donate the coffee cups in exchange for a display and big thank you sign after the project's completion. This looks like it would really engage the students and I think would be useful for any grade level. Thanks Katherine for sharing it will all of us!
A Real Life Lesson in Economics
I recently surveyed my 12th grade economics students and asked them what was the most important thing that they learned from my class. Close to 90% referenced budgeting and the cost of living on their own. In order to teach them this, I have them complete an Independent Living Project.
The first task is to look up a career on salary.com and find out the starting salary. They then find a paycheck calculator and figure out how much they get per month after taxes. They then have to find a place to live, a mode of transportation, plan a weeks worth of groceries and plan for monthly expenses such as toiletries, pets, clothing, gas, utilities, entertainment, insurance and miscellaneous. Savings is part of their required budget as well, in the form of vacation, regular savings and retirement. I ask them to think about what type of furniture they would like and how they would decorate their place. They take all of this research and create a monthly budget based on their salaries. The reflection piece is always the most valuable.
I have had countless students thank me for assigning this project. While time consuming (I devote an entire week to the computer lab), it is a wake up call for most in how much it costs, what their parents have done for them and how important further education or training is to getting a good career.
Teaching American History Grant
Last night was the showcase event for the year of learning as part of a Teaching American History (TAH) grant. This grant was sponsored by the federal government, but the funding runs out at the end of next year - yet another victim of government budget cuts. In reality, some of the money the federal government spends does go to very worthwhile projects. The TAH grants were such a thing.
Over the past year, 130 teachers in Riverside and San Bernardino counties attended at least 80 hours and some close to 150 hours of professional development (depending on their status as participating teachers or content leads). There were several optional sessions and the requirement was to attend 75% of the sessions. This included scholar sessions, reading books and discussing historiography, field studies (Nixon & Reagan Libraries, Museum of Tolerance and the Autry Museum) learning literacy strategies and developing lessons using the latest technology. I personally logged 92 hours because I could not attend all of the sessions, but what I did attend made me so excited about not only my subject of US History, but also about incorporating more technology into my lessons and student projects.
Many of these sessions were from 4-8 PM, after a full day of teaching. Every day as I drove the hour plus from my school to the site for the sessions I was tired. Every evening as I drove 30 minutes to my house, I found myself wide awake and eager to tell my family about what I had learned that evening.
Yesterday lessons were showcased using Prezi, Haiku, Movie Maker, iMovie and much more. We had a few principals and district personnel present, but not nearly enough. Here I am showing my excitement for technology!
In my district, there is a huge focus on student engagement. Many of the strategies that I learned this year create tremendous student engagement. After I learned about Prezi, I had my economics students create one. I could not show them how to do it as I was learning alongside them. I created one of my own and then had my US history students create one. Every single student was on task and excited about the technology. Now I have students using Prezi for other classes and impressing their teachers, who now want to learn Prezi!
As the public demands better teaching, they must realize that professional development such as the TAH program is what makes people better teachers. So instead of cutting funding to education and eliminating programs that support teacher learning, we must find a way to continue programs such as this. We will have better teachers and thus better students!
Over the past year, 130 teachers in Riverside and San Bernardino counties attended at least 80 hours and some close to 150 hours of professional development (depending on their status as participating teachers or content leads). There were several optional sessions and the requirement was to attend 75% of the sessions. This included scholar sessions, reading books and discussing historiography, field studies (Nixon & Reagan Libraries, Museum of Tolerance and the Autry Museum) learning literacy strategies and developing lessons using the latest technology. I personally logged 92 hours because I could not attend all of the sessions, but what I did attend made me so excited about not only my subject of US History, but also about incorporating more technology into my lessons and student projects.
Many of these sessions were from 4-8 PM, after a full day of teaching. Every day as I drove the hour plus from my school to the site for the sessions I was tired. Every evening as I drove 30 minutes to my house, I found myself wide awake and eager to tell my family about what I had learned that evening.
Yesterday lessons were showcased using Prezi, Haiku, Movie Maker, iMovie and much more. We had a few principals and district personnel present, but not nearly enough. Here I am showing my excitement for technology!
In my district, there is a huge focus on student engagement. Many of the strategies that I learned this year create tremendous student engagement. After I learned about Prezi, I had my economics students create one. I could not show them how to do it as I was learning alongside them. I created one of my own and then had my US history students create one. Every single student was on task and excited about the technology. Now I have students using Prezi for other classes and impressing their teachers, who now want to learn Prezi!
As the public demands better teaching, they must realize that professional development such as the TAH program is what makes people better teachers. So instead of cutting funding to education and eliminating programs that support teacher learning, we must find a way to continue programs such as this. We will have better teachers and thus better students!
Monday, May 21, 2012
Internet Censorship
How do we protect young children from accessing harmful and/or inappropriate pictures and information on the Internet without infringing upon the rights to legitimate information? It is a challenge that those in the education community are currenly dealing with.
Yes, young children (especially those in elementary school) need to be sheltered so that they do not accidentally access a site with inappropriate or sexual conduct. However, should every single site or program that contains key words that might be sexual or inappropriate be blocked? NO! Biology & human anatomy students are one good reason why it is not so easy just to block certain words.
Below is a screen capture from Google images of a search for " Martin Luther King Jr " - this is how it appears on my school computer due to the Internet blocking software they use. I checked at home and NONE of these pictures are inappropriate!
Entire programs, like the poster making Glogster, are blocked by districts because a student could search using the word "boobs" and a poster would appear. Fortunately there is an educational companion, but that costs $99 a year for 200 student accounts. Teachers and districts don't have money to sign up every student with a Glogster Edu account. And what about other great learning tools that do not have a companion site for students?
Is this really the responsibility of the districts to prevent entire sites - many that have educational technology that interests students - because a student might conduct an inappropriate search. Or is it the responsibility of the parents to teach their children how to use the Internet and what they should not be searching for, especially in school?
We all sign acceptable use agreements as students and staff members. Should that not be enough? I am completely okay with the blocking of legitimately inappropriate websites that deal with sexual conduct. But I question the infringement of students and staff members rights that happens with some of this blocking software that exists.
All blogs are blocked. So is You Tube. There is an override button for an hour if you are a teacher, but not for the students. There is so much legitimate content in blogs and on You Tube that we cannot access because a kid might choose to search for something inappropriate. What if I decided to create a blog just for my class. I could request the district to allow it, but should I have to? Facebook is not the enemy. It has legitimate educational uses, but because it is a social networking site, it is blocked.
Instead of a wholesale blocking as is currently done, we need to be taking the time to educate students on what is appropriate and inappropriate for an online environment. We cannot beat these 21st century technologies, so let us surrender to the fact that they exist and teach them the proper use. Students want to use this technology. If we can't beat them, then as educators we must join them!
Yes, young children (especially those in elementary school) need to be sheltered so that they do not accidentally access a site with inappropriate or sexual conduct. However, should every single site or program that contains key words that might be sexual or inappropriate be blocked? NO! Biology & human anatomy students are one good reason why it is not so easy just to block certain words.
Below is a screen capture from Google images of a search for " Martin Luther King Jr " - this is how it appears on my school computer due to the Internet blocking software they use. I checked at home and NONE of these pictures are inappropriate!
Entire programs, like the poster making Glogster, are blocked by districts because a student could search using the word "boobs" and a poster would appear. Fortunately there is an educational companion, but that costs $99 a year for 200 student accounts. Teachers and districts don't have money to sign up every student with a Glogster Edu account. And what about other great learning tools that do not have a companion site for students?
Is this really the responsibility of the districts to prevent entire sites - many that have educational technology that interests students - because a student might conduct an inappropriate search. Or is it the responsibility of the parents to teach their children how to use the Internet and what they should not be searching for, especially in school?
We all sign acceptable use agreements as students and staff members. Should that not be enough? I am completely okay with the blocking of legitimately inappropriate websites that deal with sexual conduct. But I question the infringement of students and staff members rights that happens with some of this blocking software that exists.
All blogs are blocked. So is You Tube. There is an override button for an hour if you are a teacher, but not for the students. There is so much legitimate content in blogs and on You Tube that we cannot access because a kid might choose to search for something inappropriate. What if I decided to create a blog just for my class. I could request the district to allow it, but should I have to? Facebook is not the enemy. It has legitimate educational uses, but because it is a social networking site, it is blocked.
Instead of a wholesale blocking as is currently done, we need to be taking the time to educate students on what is appropriate and inappropriate for an online environment. We cannot beat these 21st century technologies, so let us surrender to the fact that they exist and teach them the proper use. Students want to use this technology. If we can't beat them, then as educators we must join them!
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